Online Instruction

Musicians' drive to be productive on the Internet led to the development of practices that can inform popular music education. Expanding the concept of popular music education to include online participatory culture practices provides inspiration for musicking online relevant not only in times of uncertainty (like during mandated quarantines experienced during the COVID outbreak in 2020), but also during times of prosperity when practices can be explored in classrooms and during leisure time. In this article, the author discusses three dispositions towards online musicking: DIY-disposition (do-it-yourself), DIWO-disposition (do-it-with-others) and DIFO-disposition (do-it-for-others). The development of these dispositions leads to online and musical literacies that help develop the skills needed for online musicking and performance. This text offers a creation theory about approaching online musicking that can be applied to new technologies and media as online platforms appear and fade on the Internet.

In this introductory essay, we build on the articles in this special issue to provide a novel theoretical framework for the understanding of current and future trends in the digitalisation of teaching and learning in Nordic higher education (HE). We highlight three key elements. Context is critical and should be systematically expanded to include not only the immediate context of the virtual and blended classroom, but also the broader organisational and national contexts within which digital learning takes place. The involvement of individual actors, higher education institutions and national policy-making agencies in the development and implementation of digitalisation policy ideas and practices is also shaped by multiple mediations, which include the mediating role of technology itself, but also of other human, organisational and policy actors, ideas and practices. Finally, digitalisation of HE teaching and learning can lead to a variety of gradual or more radical digital transformations, operating at multiple scales and with multiple potential positive or negative effects. This framework helps put into focus the key question of how to go about searching for a flexible set of "Nordic characteristics" that might affect digitalisation of teaching and learning in the Nordic region, albeit in uneven and diverse ways. While it is too early to provide a systematic analysis of the impact of the rapid digitalisation of Nordic HE teaching and learning spurred by the Covid-19 pandemic, we make some preliminary observations that offer this emerging theoretical framework as a way to assess these trends both before and after the pandemic.

Ongoing training of serving officers in the Police Service of England and Wales is an important function of the organisation. It is necessary to maintain competence of officers and prevent failures of the organisation for which it could be liable. The Theory of Andragogy is the major theory of adult education and its principles include that organisations should encourage individual self-motivation to promote effective learning. This thesis was intended to be a mixed methods empirical study combining a staff attitude survey and focus group data to examine the extent police ongoing training fulfils this principle. However due to participation issues the qualitative phase was unable to provide firm conclusions, but does provide us with potential hypotheses for further research. The survey suggests that current training provision does not appear to take the andragogical principle of self-motivation into account and this is detrimental to the effectiveness of the training. Whilst we can ...

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The pivot from a hybrid learning environment to a fully online one brings to the fore questions of fairness and equity for marginalized individuals and groups of students at our minority-majority university. Because effective distance education requires adjustments to instruction at all levels, the shift to remote teaching raises questions about effective preparation of in-service and preservice teachers who work with students from diverse cultural, linguistic, and ability backgrounds. In this paper I address some of the difficulties faced by students, teachers, and families in New Mexico during the sudden transition to remote education. I outline educator perspectives related to the graduate and undergraduate technology integration courses I teach, emphasizing the need to support students from diverse linguistic, sociocultural, and ability backgrounds, particularly those living in geographically isolated communities.
Available at:
https://www.digitalcultureandeducation.com/reflections-on-covid19/new-mexico

Utilization of online instruction continues to increase at universities, placing more emphasis on the nontraditional student engagement in online courses. The goals of the study are to enhance student focus, attention and interaction. Findings suggest that interactivity seems to be a key in keeping students involved engaging students is worthwhile and results in greater course satisfaction and academic effort.

Kerns, W.A. (2019). Quality assurance within synchronous online instruction. In J. Yoon & P. Semingson (Eds.), Educational technology and resources for synchronous learning in higher education (211-228). Hershey, PA: IGI Global.

This chapter addresses strategies for using the operation mechanisms of a quality assurance framework to guide the design and implementation of synchronous sessions of online instruction within a teacher education program. Quality assurance provides a foundation for systematic diagnosis, decision making, and action that results in continuous improvement of online instruction. Open systems theory in quality assurance informs this chapter. Additionally, this chapter draws on an ecological approach to the understanding of interaction that takes places in quality assurance frameworks. The chapter is organized into three parts that together address key strategies toward fostering a community of learners in synchronous sessions of online instruction while addressing quality assurance: 1) the importance of quality assurance; 2) how an educator preparation program can be enhanced through synchronous learning and quality assurance; and finally, 3) how an educator preparation program can ensure that synchronous learning and quality assurance initiatives are effective.

Background: Reforms in higher education due to the advent of new technologies require a shift in traditional education. The flipped classroom approach can be a solution to such educational changes to create a student-centered individual learning environment.
Materials and Methods: This approach, which is a type of blended learning, effectively integrates traditional and online education using both in and out of the classroom environment. The paper presents evidence around derived from a systematic review of the literature on the use of flipped classroom approach in higher education. A comprehensive search through multiple known databases identified a dataset of 548 papers from which 31 papers met the criteria for in-depth analysis.
Results: The analysis revealed that flipped classroom approach has a positive effect on learning, reducing cognitive load, engagement, accuracy, motivation, attitude, satisfaction from the course, and self-efficacy in higher education. One of the most important challenges of the flipped classroom were the lack of familiarity and adaptation of the students to the flipped method, the increase of teachers' load and the learning issues of the video.
Conclusion: According to the analysis of the findings of the selected research studies, it is concluded that the higher education system can effectively use this method

Proceedings paper in conjunction with the opening keynote address on the 2019 conference theme of Global Digital Society: Impacts on Humanities and Social Sciences. The topic of disruptive technology and our calling suited the author's background in online education and international faculty development. The author has also worked for the impact to go the other way, from the Humanities and Social Sciences to new technologies, which tend to be rudderless or even dangerous unless guided by ethics and, in education, pedagogy. Thus the paper recommends interdisciplinarity and outlines the history of e-learning.

Typeface and fonts have a subtle but powerful impact on how online learners react to, view, interact with, and learn online content. Yet fonts have been overlooked as elements of online learning design. This article explores the power of the mighty little font in eLearning courses.

The purpose of this study was to explore the structural relationships between knowledge sharing behaviors (KSB), academic self-efficacy (ASE) and sense of community (SoC) of university students in e-learning community. The study was carried out with students who joined Facebook learning community that was created for the Computing I course which was taught with blended learning method. Data were collected from 316 university students by utilizing three self-report instruments: KSB scale, ASE scale (sub-scales: ‘social status’, ‘cognitive applications’ and ‘technical skills’) and classroom community (CC) scale (sub-scales: ‘connectedness’ and ‘learning’). The path analyses with structural equation modeling (SEM) further verified that students’ KSB were related to their ASE and SoC in e-learning community. The results of the study revealed that the ASE and SoC of the students positively affect their KSB. And in terms of sub-scales, the connectedness to the community, learning perception in the community, the self-efficacy of the students on the cognitive applications in the courses and their social status in the community positively affect KSB. However, students’ self-efficacy perceptions on their technical skills affect KSB positively but its affect size was smaller compared to other sub-scales. Further research studies and implications are presented and discussed. E-Öğrenme Topluluğunda Bilgi Paylaşım Davranışları: Akademik Öz-Yeterlik Ve Topluluk Hissinin Rolünü Keşfetmek Bu araştırmanın amacı, e-öğrenme topluluğundaki üniversite öğrencilerinin, bilgi paylaşım davranışları (BPD), akademik öz-yeterlikleri (AÖ) ve topluluk hisleri (TH) arasındaki yapısal ilişkileri incelemektir. Araştırma, harmanlanmış öğrenme yöntemi ile yürütülen Bilgisayar I dersi için oluşturulan Facebook öğrenme topluluğuna katılan öğrenciler üzerinde gerçekleştirilmiştir. Araştırmanın verileri 316 üniversite öğrencisinden öz bildirime dayalı üç veri toplama aracı kullanılarak elde edilmiştir: Bilgi paylaşım davranışları ölçeği, akademik özyeterlik ölçeği (alt ölçekleri: 'sosyal statü', 'bilişsel uygulamalar' ve 'teknik beceriler') ve sınıf topluluğu ölçeği (alt ölçekleri: 'bağlılık' ve 'öğrenme') olmak üzere üç öz-raporlamaya dayalı veri toplama aracı kullanılarak 316 üniversite öğrencisinden veri toplanmıştır. Yapısal eşitlik modellemesi (YEM) ile yapılan yol analizleri, e-öğrenme topluluğundaki öğrencilerin BPD'sinin AÖ ve TH'leriyle ilişkili olduğunu doğrulamıştır. Araştırmanın sonuçları, öğrencilerin AÖ ve TH'lerinin BPD'yi olumlu etkilediğini ortaya koymuştur. Alt ölçekler açısından bakıldığında; topluluğa bağlılık, toplulukta algılanan öğrenme, öğrencilerin derslerdeki bilişsel uygulamalar üzerindeki öz yeterliği ve topluluktaki sosyal statülerinin BPD'yi olumlu etkilediği görülmüştür. Bununla birlikte, öğrencilerin teknik becerileri üzerindeki öz-yeterlik algıları BPD'yi olumlu etkilemekle birlikte, diğer alt ölçeklere kıyasla etki büyüklüğünün daha küçük olduğu görülmüştür. Araştırma bulguları, uygulamalar ve gelecek araştırmalar için sunulmuş ve tartışılmıştır. Anahtar Kelimeler: Bilgi paylaşımı, E-öğrenme toplulukları, Akademik öz-yeterlik, Topluluk hissi

The following are recommended evidence-based course development guidelines to follow when developing higher impact courses. These High Impact Guidelines (HIGs) were developed by synthesizing the following evidence-based educational systems: PORTAAL Observation Tool; Hattie’s book, Visible Learning; The Classroom Assessment Scoring System (CLASS); Quality Matters Rubric; Victoria State Government’s High Impact Teaching Strategies (HITS); Marzano’s NASOT Model; InTASC Model Core Teaching Standards. A summary, complete list of citations, rubric, assessment form, detailed examples, and effect sizes can be accessed online. This document provides summaries of the high impact guidelines and their relationship to  one another.

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The following is a checklist of evidence-based guidelines to help quickly assess both on-ground and online courses as well as to help guide instructors in the development of their courses. Each of the items are divided into several main categories as shown below. The list below is a summary of the primary EBCD guidelines that have been identified to date.

Certification allows the holder to conduct empathy education, using the CMHC curriculum and text, on a fee-for-service basis. On completion, the participant receives the designation Certified Empathy Trainer (CET). Objectives:  1. To assist the healthy development of emotional awareness and empathy. 2. To assist the ability to defend the views of your perceived opponent.

The traditional school model of learning in which groups of students were taught by recognized scholars remained only modestly changed for over 5,000 years.

Then, information storage and processing was revolutionized by the invention of the computer, followed by networks of computers, artificial intelligence, and the World Wide Web. These world-changing and education-changing technologies have upended the time-honored traditional school model.

In this paper I will present my MOOC experiences with UK-based FutureLearn. I will describe the FutureLearn experience and what features of the FutureLearn model make it a compelling learning environment from the standpoint of an adult learner. I will also compare the FutureLearn model with those of Coursera and EdX, two US-based hosts and share insights I have gained into this mode of teaching and learning.

This paper was originally published In the Information Age Education newsletter in April 2018.  http://i-a-e.org/iae-newsletter.html

Teaching online requires different skills, roles and competencies for online instructors compared to teaching in traditional learning environments. Universities should offer ongoing support in various forms to help academic staff through their online journey. This paper provides insights into a multinational faculty development program for teaching online, elaborating on results of expectancy and satisfaction surveys. From a local program to a subproject within the Swiss National Science Foundation Project Scopes, e-Tutor aimed at expanding competencies in online lecturing and providing OER material for training colleagues. Designed in the form of a descriptive case study, this research was conducted with 34 attendees of e-Tutor. Data was collected using an e-learning readiness and expectancy questionnaire, and open-ended questions after the program to measure satisfaction. Descriptive statistics were used to analyze the survey data and content analysis for open-ended data. Participants considered e-Tutor a well-planned and targeted program with good theoretical and practical balance. Duration of such courses, opportunities for adaptation to real-life situations, and localization of the content are areas to be explored further. For future studies, it would also be interesting to see whether participants can apply their newly acquired knowledge and skills to create efficient online learning environments.

This presentation places online education in a disciplinary context, charting historical, pedagogical, institutional and cultural dimensions of e-learning. The evolution of online academic conferences is of particular relevance. Online education is seen in a broad sense, and as a pan-disciplinary set of meta-skills and knowledge beyond subject matter expertise. After the lecture, the discussion addresses the current emergency remote teaching situation globally, and what new structures are forming for online educator development events and organizations. There is much content in this PDF and links for further reading. Or see the YouTube link to listen to the Zoom recording of the presentation.

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Als gevolg van structurele bezuinigingen is het voor UWV niet mogelijk iedere klant face-to-face-dienstverlening te bieden in de eerste periode van werkloosheid. Omdat de meeste WW’ers binnen 3 maanden op eigen kracht weer werk vinden, is in deze periode voor online dienstverlening gekozen. De meesten kunnen hier goed mee uit de voeten, maar een deel heeft hulp nodig. Dat is niet alleen nodig vanwege een gebrek aan digivaardigheden. Er is ook hulp nodig omdat werkzoekenden bang zijn om fouten te maken in de digitale omgeving. Tevens blijft er behoefte aan een persoonlijk aanspreekpunt. Dit blijkt uit recent onderzoek van UWV naar werkzoekenden die ondersteuning zoeken bij online dienstverlening.
- UWV gaat versneld over op online dienstverlening en loopt daarin voorop. Er zijn echter mensen die problemen hebben met online dienstverlening. UWV onderkent dit probleem. Daarom is eind 2013 Team werk.nl opgericht.
- Vooral beperkt en niet-digivaardigen benutten de dienstverlening van Team werk.nl.
- Opzienbarender, maar wel in overeenstemming met eerder onderzoek, is dat ook digivaardigen deze dienstverlening benutten. Team werk.nl helpt namelijk ook werkzoekenden die hun verhaal kwijt willen (10%) en digivaardigen met inhoudelijke vragen (19%). Daarnaast werden werkzoekenden met ‘online-angst’ geholpen: 13% is bang voor het maken van fouten in de digitale omgeving.

DataFlair's Big Data Hadoop Tutorial PPT for Beginners takes you through various concepts of Hadoop:This Hadoop tutorial PPT covers:
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The development and demonstration of students' critical thinking skills is one hallmark of effective teaching and learning. A promising scholarly literature has emerged in addition to webinars, conferences, and workshops to assist in this endeavor. Further, publishers offer cleverly marketed bundle packages with enhanced supplemental materials and instructors contribute instructional strategies and techniques. Nevertheless, gaps still exist in the scholarship related to effective student engagement. The development of higher order thinking skills in online educational settings is one such area requiring additional inquiry. This article transitions beyond mere theoretical constructs regarding best practices and standards for distance education. In doing so, it provides practical applications through the use of case studies in demonstrating a “how to” student engagement model and framework, which fosters the type of online course environment and useful strategies for developing critical thinking skills.

This paper will share the experiences of two instructors as they moved from teaching in a face-to-face environment to blended teaching and then to online teaching. It will describe the four year journey and shed light on the issues, perspectives and practices as the instructors reflected on the changes to their pedagogical practice and the resulting online student engagement. Data included three 1-hour interviews and an analysis of online discussion postings. The instructors reflected on their values, beliefs and assumptions about teaching and learning. As higher education has embraced online education as a way to reduce costs, increase flexibility, and enhance access to students it is important to gain an understanding of the perceptions of instructors moving into online teaching. This study found a change in the beliefs and teaching presence of the instructors from their initial resistance to online teaching to an approach which is mindful of the student experience and promotes a dialogical approach to online learning.

Slide dell'intervento "Creare Contenuti Interattivi per Moodle con H5P" tenuto il 27/11/2020 durante il MoodleMOOT 2020 organizzato da AIUM - Associazione Italiana Utenti Moodle.

Registrazione: https://www.youtube.com/watch?v=uC7RQq0pnXc&feature=youtu.be&t=5400

Fate is regarded as a central component in tragedy. The significant role of fate is recognized when, despite a character's heroic acts and good intentions, they face death simply because they are doomed to die. But studies confirm that fate does not play a similarly critical role in the tragic denouement of each play. This paper attempts a critical comparison on the role and nature of fate in the downfall of protagonists in the classical Greek and Shakespearean tragedies. By reviewing research-based articles and books, and by reading through selected texts in reader-response approach, this paper attempts to identify the entirely different natures of fate that came into play for the tragic heroes’ downfall as portrayed in these two different ages. The findings manifest that the force behind the collapse of the heroes in the classical Greek tragedies was predominantly fate where the hero had little to do but to become a pawn in the hands of external forces beyond his control, wh...

At a southern metropolitan university, the researchers examined the students' perceived quality of the learning experience of the online courses as compared to classroom-based learning for graduate education courses. The researchers used Chickering and . Seven principles for good practice in undergraduate education. AAHE Bulletin, 3-7] seven principles of good practice to have students rate the quality of their learning experience. The 92 student responses demonstrated that they perceived their learning experience the same or significantly better online than the classroom-based courses. The principle that demonstrated a significant difference in favor of the online courses was more time on learning materials. Participants also rated the online courses as high on how much they learned in the course as the traditional the on campus classes. The implications were that students perceive the quality of their online learning in graduate education courses similar or even superior to campus courses. D (J.S. Robertson). Internet and Higher Education 8 (2005) 73 -86 animated GIFs, Javascript, Cascading Style Sheets and dynamic Hypertext Markup Language, coupled with high-bandwidth connections, have transformed the Web into an interactive, multimedia, multimodal system.

The interest in using online formative assessment activities has gradually increased in both traditional teaching and distance education processes. Research emphasizes the importance of using online formative assessment in learning processes. Due to this fact, it is essential to uncover pre-service teachers' thoughts about online formative assessment activities in a critical manner. Because they will decide whether to employ these activities in the educational field in a few years. Therefore, the aim of this study is to explore pre-service teachers' opinions about the advantages and disadvantages of online formative assessment. The research was conducted on 35 pre-service teachers enrolled in Computer I course during an academic term. They participated in online formative assessment activities every week within the scope of the research. An online formative assessment system based on multiple-choice exams and providing immediate feedback was developed. Data were collected through using a semi-structured interview method and content analysis was conducted to analyze the data. The advantages and disadvantages of using online formative assessment activities that provide immediate feedback in the form of a multiple-choice exam were revealed according to pre-service teachers' opinions as a result of this study. Various practical and constructive suggestions were offered for the design, development and implementation of online formative assessment in accordance with the results obtained from the research.

Öğretmen Adaylarının Çevrimiçi Biçimlendirici Değerlendirmenin Avantaj ve Dezavantajlarına İlişkin Görüşlerinin İncelenmesi: Çevrimiçi Çoktan Seçmeli Sınav Örneği

Çevrimiçi biçimlendirici değerlendirme etkinliklerini kullanma ilgisi, hem geleneksel öğretim hem de uzaktan eğitim süreçlerinde giderek artmıştır. Araştırmalar, çevrimiçi biçimlendirici değerlendirmeyi öğrenme süreçlerinde kullanmanın önemini vurgulamaktadır. Bu nedenle, öğretmen adaylarının çevrimiçi biçimlendirici değerlendirme faaliyetleri hakkındaki düşüncelerini eleştirel bir şekilde ortaya çıkarmak esastır. Çünkü bu faaliyetleri eğitim alanında birkaç yıl içinde kullanıp kullanmayacaklarına karar verecekler. Bu nedenle, bu çalışmanın amacı öğretmen adaylarının çevrimiçi biçimlendirici değerlendirmenin avantajları ve dezavantajları hakkındaki görüşlerini incelemektir. Araştırma, akademik bir dönemde Bilgisayar I dersine kayıtlı 35 öğretmen adayı üzerinde gerçekleştirilmiştir. Araştırma kapsamında her hafta çevrimiçi biçimlendirici değerlendirme faaliyetlerine katıldılar. Çoktan seçmeli sınavlara dayanan ve anında geri bildirim sağlayan çevrimiçi bir biçimlendirici değerlendirme sistemi geliştirilmiştir. Veriler yarı yapılandırılmış görüşme yöntemi kullanılarak toplanmış ve verilerin analizi için içerik analizi yapılmıştır. Çoktan seçmeli sınav şeklinde anında geri bildirim sağlayan çevrimiçi biçimlendirici değerlendirme etkinliklerinin kullanılmasının avantajları ve dezavantajları, bu çalışma sonucunda öğretmen adaylarının görüşlerine göre ortaya konulmuştur. Araştırmadan elde edilen sonuçlara göre çevrimiçi biçimlendirici değerlendirmenin tasarlanması, geliştirilmesi ve uygulanması için çeşitli pratik ve yapıcı öneriler sunulmuştur.

Alternatives to merely uploading PowerPoint, lecture notes, and podcasts to a Learning Management System.

These are some ideas that have worked for me taken from my online and traditional classes.

In teaching online, the goal is not to make the learning identical to the learning in a face-to-face class, but to make the learning equivalent.

I developed this as part of a course I designed to prepare faculty at Joliet Junior College to teach online.

What Works in K–12 Online Learning provides an overview of online teaching and learning practices. Based on extensive experience and research, chapters cover a spectrum of topics including virtual course development, online learning in elementary classrooms, instructional assessment and differentiating online instruction, professional development for teachers of virtual courses, and the challenges that virtual schools will face.

Many preservice teachers (PSTs) enter mathematics methods courses with fixed beliefs about teaching and learning mathematics and their own abilities as doers of mathematics. Using a repeated measures design, I examined changes in PSTs’ beliefs about mathematics teaching and learning at three separate time points-at the beginning of the first semester of a growth mindset-oriented mathematics methods course, midway through the treatment at the end of the first semester, and at the conclusion of the treatment at the end of the second semester of mathematics methods that was forced to pivot to online learning due to the COVID-19 pandemic. Results showed that explicit teaching of growth mindset principles coupled with participation in growth mindset-oriented mathematics methods courses yielded statistically significant improvement for PSTs’ beliefs about Rules and Procedures, Process of Inquiry, Active Learning, and Fixed Ability as measured by the TEDS-M instrument and did not appear to be impacted by the pivot to remote learning. Comparison of a pre-pandemic cohort with the pandemic-disrupted cohort showed no statistically significant difference in Fixed Ability. These findings suggest that resilience, one of the hallmarks of the growth mindset, may serve as a protective asset during periods of profound stress.

Online instructors need a framework for teaching beyond text using rich media as instructional resources. This book defines rich media, its affordances, and its value in conveying information. The book offers a model for pedagogical strategies, a set of instructor competencies, and two models for assessment for use in professional development.

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The purpose of this study was to better understand the instructional and assessment strategies that are most effective in the online learning environment. Faculty and students identified several strategies for maintaining instructional quality in the online environment, including the importance of using a variety of instructional methods to appeal to various learning styles and building an interactive and cohesive learning environment that includes group work. Online assessment strategies include having a wide variety of clearly explained assignments on a regular basis and providing meaningful and timely feedback to students regarding the quality of their work. Effective assessment techniques include projects, portfolios, self-assessments, peer evaluations, and weekly assignments with immediate feedback. The role of meaningful feedback cannot be overemphasized.

In the study described in this paper, the role of technology in organizational learning and performance, and collaborative platforms’ contributions on improving organizational performance are explored. The paper also mentions major types of collaborative tools and platforms used for organizational performance improvement. This study investigates the possible contributions of the usage of technology together with appropriate collaborative strategy to the organizational learning and performance improvement.

Language testing and evaluation, internet tools and techniques, successful online learner, competencies for internet inquiry, self-assessment, technology enhanced assessment

https://www.youtube.com/watch?v=MyQ_SsWtp18&list=PLehzB4MuDBTGGRdfDVbCP7HkTEYoy4HCz&index=4

The main aim of writing this book is to help the teachers and university lecturers who are guiding the students with a lot of ease and flexibility in their work. This book is written in the sense that from the introduction of computers studies to the end of the book, the beginning topic leads the student to the next topic and the next topic is more advance than the previous topic. The book highlights a few practical assignments and therefore it is the work of the guiding lecturer/teacher to give more assignment where need arises during the teaching sessions. Mostly, the guiding lecturer/teacher is expected to read out the notes for the student and the student is expected to take the dictations in his/her note book, and the notes will be used later in the typing practical assignment. When the teacher is guiding the student, the teacher will read as the student will follow the steps to perform an action using the computer mouse and the computer keyboard. This book divides the computer studies into six major sections and topics which are therefore designed to be computer packages as reflected in the certificate awarded to students at MPC. These notes are written from a practical view and logical where by the student is expected to use his/her name in the event they come across a person’s name. And the notes have gone through a lot of practical review after which the book is written with the help of many students who deed the typing part to contribute to the writing of dictations by Mr. Aineya Naff Kennedy.

Technology advocates may see online teaching as the best path forward, but one important audience vociferously disagrees: students, Peter C. Herman writes.
https://www.insidehighered.com/digital-learning/views/2020/06/10/online-learning-not-future-higher-education-opinion