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E-learning is the sweet spot which satisfies both my teaching passion and my efficiency obsession. This portfolio addresses the following research questions:

1. How can college teachers harness technology to enhance their pedagogy without compromising student motivation or academic integrity?
2. What guidelines should teachers consider in choosing between synchronous vs. asynchronous delivery?
3. How can teachers foster student autonomy for more successful mastery of competencies in an online learning environment?

In April 2020, I gave my students the opportunity of a bonus activity, to express their feelings in a creative way. Here is aÌýpoemÌýthat one of them wrote. He was arguably expressingÌý±ð±¹±ð°ù²â´Ç²Ô±ð’sÌýfeeling at the time:

Time

I wish someone would realize
That these online classes are disorganized.

There are too many platforms to use
No student can be amused.

Everyday, another doc.
When will this crisis ever stop?

I just want to return to school
And escape this system made by fools.

Will I complete my intensive?
This issue is unprecedented.

Organize staff in a uniform manner
Avoid stress and useless chatter.

Mio, Mio, Moodle, Zoom
For this stress, is there more room?

This poem reflects what is known as emergency remote teaching (ERT), as opposed to genuine online learning. E-learning proper begins by a reconsideration of the course ponderations: should the students receive the main content of the course in the class and practise at home, or vice versa. The latter is the flipped classroom model. Online education is a deliberate rearrangement of the ponderations for pedagogical gains, as opposed to ERT which is a compromise of pedagogy due to extenuating predicaments.

In the following 20-minuteÌýÌýI explain my approach and experience with e-learning.Ìý

You are also encouraged to consult theÌýÌýon my YouTube channel.Ìý

Going through this journey, I haveÌýdevelopedÌýa number ofÌýpractical observations and practices to enhance e-learning.Ìý

• AsynchronousÌýeducationÌýis inherently more inclusive and moreÌýstudent-centredÌýthan synchronousÌýeducation.ÌýTherefore, it corresponds to the principles of both UDL and active learning.Ìý
• We often hear,ÌýfromÌýboth teachers and students,Ìýcertain concerns about lower student engagement and motivationÌýasÌýfundamental limitationsÌýof online learning. These concerns, however, are questionable due toÌýa number ofÌýreasons: (1)ÌýThey pertainÌýnot to a well-planned e-learning design, butÌýto ERTÌýby an instructor who isÌýinadequately preparedÌýdue to lack of experience.Ìý(2)ÌýThey reflect theÌýsocial and emotional aspects of college life,Ìýas opposed to pedagogical criteriaÌýand theÌýmastery of competencies.ÌýMuch of this emotive frustration is a form of status quo bias: an attachment to how things have been so far, and a reluctance to tryÌýa new paradigm.ÌýIndeed,Ìýlower student engagement in the coursesÌýexpressed by many teachers is often an expression of the teacher’s own loss of motivation and engagement. In cases of real student disengagement, it is partly due to their specific course design, and partly a matter of adapting to a new design that they have not seen in their education history.Ìý
• Our experience with the pandemic, whether through ERT or genuine online learning, has opened our eyes to vast horizons with infinitely new possibilities.ÌýThese possibilities can best be materialized through a mix of two conditions: (1) the teachers’ professional autonomy to explore newÌýfrontiers by implementing newÌýpedagogies; (2)Ìýexpert support from the college and the departmentÌýin helping the teachers to do so.ÌýWe can no longer take for granted that there isÌýaÌýone-size-fits-all model of education that can be prescribed to all faculty in a top-down manner.ÌýInstead of trying to force all teachers into a standard mould in the name of equity,Ìýit is more prudent to acknowledge that there are multiple ways toÌýrealizeÌýthe course competencies.Ìý

• This calls for a major reevaluation of teacher evaluations. An essential factor that is missing in the current evaluations is theÌýlong-termÌýretention of course competencies. New evaluation schemes must extend their scope beyond the course in question.Ìý

In short, there are strong arguments, based on both pedagogy and inclusiveness, to maintain and develop asynchronous learning beyond the pandemic.ÌýOnline learning can be a very empowering experience for both teachers and students, even though one mayÌýfeelÌýforlornÌýon an island.ÌýThe various aspects of this experience – such as the opening of new horizons, the sense of autonomy, and facing our existential loneliness – are very well depicted byÌýCaspar DavidÌýFriedrichÌýin hisÌýmasterpiece,ÌýTheÌýWanderer above the Sea of Fog.Ìý

Ìý

One of the disguised blessings of the pandemic was to make us revise ourÌýteaching methods. In so doing, let our guiding principle be raisingÌýauthenticÌýself-learners. As Rumi says:Ìý

One moment you’re a scale and judge to some;
Next moment you’re tuning to others who drum.Ìý

How much more do you want to feed on their crumb,
Awaiting for them to serve you rum?Ìý

From now on, be your own scale and plumb;
Then balanced and in-tune within you become.Ìý

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References and recommended readings:Ìý

Bates, A. T. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.).

Clark, R. C., & Kwinn, A. (2007).ÌýThe new virtual classroom: Evidence-based guidelines forÌý Ìý Ìý Ìý synchronous e-learning. John Wiley & Sons.Ìý

Lang, J. M. (2016).ÌýSmall teaching: Everyday lessons from the science of learning.ÌýSan Francisco: Jossey-Bass & Pfeiffer.Ìý

Lobato, J. (2006). Alternative perspectives on the transfer of learning: History, issues, and challenges for future research.ÌýThe journal of the learning sciences, 15(4), 431-449.Ìý

Simons, P. R. J. (1999). Transfer of learning: Paradoxes for learners.ÌýInternational journal of educational research, 31(7), 577-589.Ìý

Stinnett, H. (2018).ÌýHow 1-on-1 time with students made me a better teacher.ÌýEdSurge.Ìýhttps://www.edsurge.com/news/2018-09-18-how-1-on-1-time-with-students-made-me-a-better-teacherÌý

Strong, B., Davis, M., & Hawks, V. (2004).ÌýSelf-grading in large general education classes: A case study. College Teaching, 52(2), 52-57.Ìý

Ulmer, M. B. (2000). Self-Grading: A Simple Strategy for Formative Assessment in Activity-Based Instruction.ÌýERIC.Ìý

Von Bergen, M. (2017).ÌýMeaningful Learning throughÌýone-on-oneÌýconferences. Faculty Focus.Ìýhttps://www.facultyfocus.com/articles/effective-teaching-strategies/meaningful-learning-through-one-on-one-conferences/Ìý

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