Review student workload

The adjustments we make in our program will imply changes in the workload of the students. For example, if an activity that we had planned to carry out in the classroom in small groups, when we switched to remote teaching we changed it to an asynchronous forum, we should leave it open for several days so that they can participate. This new form of discussion requires a longer work time on the part of the student since they must read the previous contributions of their classmates, interrelate them to later defend their position or argument by providing new data or references. In short, this dynamic will help the student to analyze, reflect, synthesize, apply and strengthen what has been learned, but it will also significantly increase their working and study times. Thus,

In this new context, there would be no point in having videoconference sessions during the hours of all our face-to-face classes and, besides, adding new tasks. We must make the appropriate adjustments to be fair to our students so that they do not have to spend more time studying now than they did before.

Plan participatory and dynamic video conferences

Students must have clear information about when they will have synchronous videoconference classes, how long they will last, and how they should access them. Depending on the frequency of the classes, you can send them a reminder before the class and a summary and reminder of tasks after it.

If we have students who have transmitted connection difficulties to us, it will be convenient to record the videoconferences or, instead, generate specific resources for those students who have not been able to connect.

Videoconferences are not a replica of the classroom, they require different planning. They are an ideal space for the exchange of impressions between students, the exhibition of group work, the resolution of doubts, the detailed explanation of the tasks required, offering group feedback on them, etc.

If you are going to make an exhibition, it is convenient that you devise some strategies for the students to participate actively, thus maintaining their interest. We present you some proposals below:

1. Distribute the exhibition into 10 minute time frames.

2. Use the chat to consult the doubts of the students.

3. He intersperses the presentation of content with questions, doubts, or case exposition.

4. Request the collaboration of students by proposing posing cases or practical exercises related to the above.

5. It presents the solution of a case by groups related to the theory.

6. Ask each group to briefly present their results.

7. Set aside time for debate or discussion between groups.

8. At the end, request the submission of a brief summary or conclusion.

Content presentation via flipbook

The flipbook is one of the best distance teaching tools that can be created with the help of any best platform available such as FlipHTML5 where you can create more interactive content for teaching your students remotely. The attractiveness of the content increased a lot with the available themes and animators. The flipbooks can also be shared on different social media platforms for learning.

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