{"id":678,"date":"2020-05-06T23:35:35","date_gmt":"2020-05-06T23:35:35","guid":{"rendered":"http:\/\/sites.sandiego.edu\/sb-ols\/?p=678"},"modified":"2020-05-06T23:38:17","modified_gmt":"2020-05-06T23:38:17","slug":"5-myths-about-remote-teaching-in-the-covid-19-crisis","status":"publish","type":"post","link":"https:\/\/sites.sandiego.edu\/sb-ols\/5-myths-about-remote-teaching-in-the-covid-19-crisis\/","title":{"rendered":"5 Myths About Remote Teaching in the Covid-19 Crisis"},"content":{"rendered":"\n

https:\/\/www.chronicle.com\/article\/5-Myths-About-Remote-Teaching\/248688\/<\/a>
By Lee Skallerup Bessette, Nancy Chick, and Jennifer C. Friberg\u00a0<\/em>MAY 01, 2020<\/p>\n\n\n\n

We knew this would happen. Just six short weeks ago (although they\u2019ve felt long), we worried that academe\u2019s emergency shift to remote instruction would result in lots of folks trying to use this crisis to reach conclusions about the value of online teaching.<\/p>\n\n\n\n

And like clockwork, we\u2019ve seen misguided essays arguing that online learning is akin to\u00a0teaching via TV in the 1960s<\/a>\u00a0and\u00a0produces lower-quality courses<\/a>\u00a0with reduced expectations of students.<\/p>\n\n\n\n

The framing and conclusions of such critiques are uninformed and reinforce pernicious myths about online education. They also misrepresent what\u2019s happened in college teaching generally in the wake of Covid-19. What gets lost in the rush to judgment is nuance.<\/p>\n\n\n\n

Like everyone else, academics have been overwhelmed by the transitions we\u2019re all making at work and at home. Some faculty members have handled the emergency “online pivot” better than others. Most have given it their all. Our point in what follows is not to dismiss the concerns and criticisms but to put them in context and counter what we see as the five most damaging and unfair myths about this move to remote teaching.<\/p>\n\n\n\n

Myth No. 1<\/strong>: Face-to-face classes suddenly became online courses.\u00a0In fact, they didn\u2019t. What happened to teaching this spring was a temporary, emergency shift. It wasn\u2019t at all typical of online education.<\/p>\n\n\n\n

Myth No. 2<\/u><\/strong>: Campuses were unprepared for this unprecedented transition.\u00a0The scale and speed of it? Absolutely. No one could have predicted a nationwide emptying of campus classrooms.
But the real revelation here is the remarkable ways in which many institutions mobilized the expertise in campus teaching centers, libraries, IT departments, and instructional-design offices to help faculty members become familiar with virtual teaching tools and environments very, very quickly.<\/p>\n\n\n\n

Myth No. 3<\/strong>: The quality of instruction has suffered in our online pivot.\u00a0Such statements \u2014 presented without context \u2014 certainly make it seem as if the quality of instruction has suffered this semester. But in fact, faculty members\u2019 adjustments in this crisis are evidence of good teaching, not bad.<\/p>\n\n\n\n

Myth No. 4<\/strong>: Faculty members didn\u2019t know what to do.\u00a0When it comes to remote teaching, faculty members feel a “pervasive \u2026 sense of \u2018I don\u2019t know what I\u2019m doing,\u2019”\u00a0according to the lead researcher<\/a>\u00a0of the Bay View Analytics poll. That\u2019s an alarming statement taken out of context. Of course faculty members feel a level of anxiety and uncertainty about how well this semester has gone. Of course some didn\u2019t know how to use this technology or that tool. But that\u2019s very different from not knowing what they\u2019re doing in teaching students.<\/p>\n\n\n\n

Myth No. 5<\/u><\/strong>: This is the end of higher education as we know it.\u00a0This experience will be a game changer, and we don\u2019t yet know what all of those changes will be. The easy way forward would be to overrely on technological solutions. But the easy way isn\u2019t always the right way.
The wise way forward is to have nuanced, thoughtful conversations about how we\u2019re going to teach in the coming months. Faculty members have begun to re-examine their teaching practices and reconsider students\u2019 academic and emotional needs in new and different ways.<\/p>\n","protected":false},"excerpt":{"rendered":"

https:\/\/www.chronicle.com\/article\/5-Myths-About-Remote-Teaching\/248688\/By Lee Skallerup Bessette, Nancy Chick, and Jennifer C. Friberg\u00a0MAY 01, 2020 We knew this would happen. Just six short weeks ago (although they\u2019ve felt long), we worried that academe\u2019s emergency shift to remote instruction would result in lots of Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":394,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":true,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13736],"tags":[22036,21997,22035],"class_list":["post-678","post","type-post","status-publish","format-standard","hentry","category-articles","tag-crisis","tag-online-learning","tag-remote-learning"],"yoast_head":"\n5 Myths About Remote Teaching in the Covid-19 Crisis - Knauss School of Business: Innovative Learning and Technology Site<\/title>\n<meta name=\"robots\" content=\"noindex, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"5 Myths About Remote Teaching in the Covid-19 Crisis - Knauss School of Business: Innovative Learning and Technology Site\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"https:\/\/www.chronicle.com\/article\/5-Myths-About-Remote-Teaching\/248688\/By Lee Skallerup Bessette, Nancy Chick, and Jennifer C. 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