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How to adapt 16 hours of in-class teaching material to an online format in 5 daysĪnd, when a student asks a question, everyone benefits from the ensuing discussion. But in-person lectures are more than that - a lecturer reads the room, senses comprehension and adjusts style and content in real time. It’s easy to think of a lecture as a one-way delivery of information: someone stands at the front and talks for an hour.
In-person lectures are more interactive than online talks Ultimately, I think universities should fully open up - where possible and when safe to do so - and students should be encouraged to return for in-person lectures. Without dismissing the value of video and online communication, one question the academic community is asking is whether students will ever return to campus full-time.
And we’ve all got better at exploiting digital technologies: I use videos liberally to teach techniques in advance of laboratory sessions, including screen-capture videos to demonstrate how to use software, which I share online with students. The material can be accessed remotely, at any time of day - potentially making a university education accessible to more people. Online or recorded lectures require less physical infrastructure and can be reused, reducing time and costs. On its face, this shift to online learning is a good thing. The coronavirus pandemic has accelerated this transition to online content and off-campus learning: in 2020, my faculty, along with many others, delivered most content online, enabling students to progress in their studies from the safety of their own home, or even from their home country.
By 2016, approximately half of my students attended classes - the rest watched recordings instead. Since then, lecture recording has become more and more common. When I began teaching in 2008, few lectures were recorded, and most of my students attended most of my lectures. Having few students in a lecture theatre can harm the learning experience.