Instructional Strategies for Online Teaching in
            <scp>COVID</scp>
            ‐19 Pandemic

Mahmood, Samreen

doi:10.1002/hbe2.218

Cited by 265 publications

(215 citation statements)

References 6 publications

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“…General strategies to teach effectively during the pandemic can be helpful and easily adaptable to our public speaking classrooms. Being flexible with assignments, deadlines and attendance can support student success and well-being as can creativity, engagement activities, and appealing to different learning styles and strengths (Mahmood, 2020;Singh, 2021). It seems everyone is presenting virtually now, not just in our communication classrooms and that can take some getting used to.…”

Section: Discussionmentioning

confidence: 99%

Speech Anxiety in the Communication Classroom During the COVID-19 Pandemic: Supporting Student Success

Prentiss

2021

Front. Commun.

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A wealth of literature clearly supports the presence of speech anxiety in the communication classroom, especially in those classes with a focus on public speaking and/or presentations. Over the years, much work has been done on intentional approaches to empowering students to effectively manage their speech anxiety in face-to-face, hybrid, and online communication courses. These research-based findings have led to best practices and strong pedagogical approaches that create a supportive classroom culture and foster engaged learning. Then COVID-19 appeared, and things changed. In an effort to keep campuses safe and save the spring semester, everyone jumped online. Many instructors and students were experiencing online education for the first time and, understandably, anxiety exploded. Between the uncertainty of a global pandemic, the unchartered territory of a midterm pivot to fully online education, and the unknown effects of the situation on our educational system, our stress levels grew. Public speaking and presentations took on new meaning with Zoom sessions and webcams and our speech anxiety, undoubtedly, grew, as well. Reflecting upon the scholarship of the past with an appreciation of our present situation and looking toward the future, we will curate a list of best practices to prepare students to effectively manage their speech anxiety with agency, ability, and confidence.

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Section: Discussionmentioning

confidence: 99%

Speech Anxiety in the Communication Classroom During the COVID-19 Pandemic: Supporting Student Success

Prentiss

2021

Front. Commun.

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“…There is an emerging body of knowledge exploring the impacts of the COVID-19 pandemic on higher education [1][2][3][4][5][6][7][8]. Many universities across different countries have experienced an unprecedented transition from face-to-face to various forms of online education and remote learning amid the COVID-19 outbreak and subsequent lockdowns as discussed in case studies in China [9], India [10], Bulgaria [11], Pakistan [12], and Germany [13], among others. Reflecting on the early experiences of managing the conditions of uncertainty and emergency can pave the way for developing more nuanced approaches to learning, teaching, and assessment (LTA), and for enhancing the resilience of the higher education sector in the face of public health crises.…”

Section: Introductionmentioning

confidence: 99%

Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown

2021

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The COVID-19 pandemic has become a critical challenge for the higher education sector. Exploring the capacity of this sector to adapt in the state of uncertainty has become more significant than ever. In this paper, we critically reflect on our experience of teaching urban design research methods online during the early COVID-19 lockdown in the UK. This is an exploratory case study with a qualitative approach with an aim to inform resilient practices of teaching in the face of public health emergencies. Drawing on the experience of teaching the Research Methods and Techniques subject during lockdown, we discuss the rapid transition from face-to-face to online teaching and point to the challenges and opportunities in relation to the learning and teaching activities, assessment and feedback, and digital platforms. This paper concludes by outlining some key considerations to inform the development of more adaptive and resilient approaches to online teaching in the context of unprecedented global health crises such as the COVID-19 pandemic. We argue that it is critical to move beyond fixed pedagogical frameworks to harness the productive capacities of adaptive teaching.

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“…[15]. Mahmood [16] underlines, that there are multiple factors that help in enhancing remote learning. These factors include getting feedback from students, offering flexible teaching and assessment policies.…”

Section: Discussionmentioning

confidence: 99%

Study of Satisfaction with the Organization of the Studying Process in Remote Mode during the COVID-19 Pandemic: Case UrFU named after the First President of Russia B.N.Yeltsin

Lysenko

Tokareva

2021

SHS Web of Conf.

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Research background: The current situation in the country and the world related to the COVID-19 pandemic has had an impact on almost spheres of human life including Education which have undergone total functional changes. The key aspects of the transition to remote learning are: monitoring the process of remote learning and feedback from students; technical and competence-based equipment of the educational process; the organization, format and quality of training; self-organization of educational activities and its effectiveness. Purpose of the article: To study the strengths and weaknesses, of the activities for the transition to remote learning mode in order to develop technologies to improve these processes if there is a need for them in the future. Methods: The tools of empirical sociological research are based on the author’s questionnaire, structured in blocks in accordance with the key aspects of the transition to remote learning. Respondents: students of Ural Federal University named after the first President of Russia B.N. Yeltsin. Findings & Value added: Strengths include technical equipment and respondents’ digital competence. The weak points include the general methodological unavailability to study remotely, namely, the development and implementation of educational tasks; shortcomings in supporting the learning process by the Department/Dean’s office/teachers; the inability of students to self-organization and self-control. The main recommendations include the need to develop digital competencies of respondents, mastering self-management technologies; creating digital studying methodical complex of disciplines in parallel with traditional studying ones; mastering digital communication without losing the content and meaning of training and education.

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Instructional Strategies for Online Teaching in COVID ‐19 Pandemic

Cited by 265 publications

References 6 publications

Speech Anxiety in the Communication Classroom During the COVID-19 Pandemic: Supporting Student Success

Speech Anxiety in the Communication Classroom During the COVID-19 Pandemic: Supporting Student Success

Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown

Study of Satisfaction with the Organization of the Studying Process in Remote Mode during the COVID-19 Pandemic: Case UrFU named after the First President of Russia B.N.Yeltsin

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