Teaching During a Pandemic

Abstract

March 12 th , 2020 was the day that the Norwegian Government put Norway in lockdown due to the COVID-19 pandemic. The implication of this was that all kindergartens, pre-schools, elementary schools, high-schools, colleges, and universities were closed from Friday the 13 th March. The universities, and all the other teaching institutions, were instructed by the government that teaching was to go on as normal as possible, only digitally. In other words, students were not to miss any teaching and there was no adjusting of curriculum. By the following Wednesday, all our teaching was digital; lectures, rehearsals in regular bachelor and master courses, and mentoring of bachelor, master, and PhDprojects. This was done regardless of what pedagogic and didactic background the teachers have. This was also to be done from home, where most of the teachers did not have an office or teaching aids other than their computer. This paper looks at the didactic methods for digital teaching and mentoring and compare them to how this was done in a crisis, where we had to make it work. The paper also looks at the recommended ways of conducting digital home exams in regards of testing the curriculum and not having the opportunity to control the environment in which the students are taking the exam. And last, it also investigates if the teaching and examination process impacted the students' grades and satisfaction.

Does Online Didactics Affect the Perceived Quality of Machine Drawing Courses?

“…The employment of online didactics during the Covid19 pandemic has greatly changed the way in which the teacher/student relationship has been traditionally pursued [11]. Some results from data comparison among the academic years taken into account in the paper reveal that essentially the great advantages of online didactics have been:…”