Exploring the Best Practice to Conduct Stress-Free Remote Classes

Exploring the Best Practice to Conduct Stress-Free Remote Classes

Date: August 9, 2020

?Author: Dr. Anthony Alsayed,

A mutual dilemma for academic institutions and faculties continues to be finding the best practice for conducting the classes remotely. The unusual circumstances of COVID-19 forced everyone globally to continue to be functional under pressures of psycho-emotional effects because of the isolation caused by the country-wide quarantine/mandated lockdown and social distancing. Therefore, the option of stress-free remote classes may be an appropriate teaching-learning technique for students, faculty, and academic institutions. This article will describe the techniques used for conducting stress-free remote classes. It will also explore the effects of stress-free remote learning, and discuss its benefits based on an exploratory independent study conducted by Dr. Anthony Alsayed, of Cestar College (affiliated with Lambton College in Toronto).

Currently, there is limited research to address the challenges and concerns related to teaching-learning approaches in remote classes. However, many academic institutions, staff, faculty members, students, and their families are eager to discover innovative strategies for transitioning to and optimizing remote learning.

This study conducted proposed a potential approach for conducting remote classes [Table 1].

Table 1: Proposed Technique for Conducting Stress-Free Remote Classes

1.      Use technology effectively (e.g., master the use of Adobe Connect tools)

2.      If using Adobe Connect tools, create a new lobby for each class:

a.      Upload a new and nice Layout for each class to boost students’ mood and imagination (e.g., oceanview, nature, etc.).

b.      Open note pod for each class where you can upload class agenda (e.g., Agenda-Day 1).

c.      Upload songs for musical breaks (ask for their preferences if possible).

d.      Open two chat pods: one for the main chat for everyone and the other for the question of the day where students can post their answers for further discussions.

3.      Establish your presence right away and welcome the students to the new learning community

4.      Determine expectations: Instructor and students

5.      Don't lecture only: let everyone participate, for example: assign one short topic or one slide to each student and create a chat pod where they can post their short summaries, then read it with corrective explanations and ask for additional feedback

6.      Make it social and let people choose the way

7.      Use the study materials effectively

8.      Provide ongoing clear feedback to small groups and students individually

9.      Invite students to contribute and encourage peer evaluation

10.  Ask for feedback. It is a great opportunity for additional interaction

11.  Assignments will take longer during remote classes, therefore extending the submission deadline will not only decrease stress and panic but also increase quality and productivity

12.  Form breakout rooms (If using Adobe Connect) and allow students to have enough time for small group discussions under your supervision

13.  Don't take teaching so seriously like in the classroom and give students choices

14.  Have some fun: for example -- musical breaks from time to time (e.g., play music from their countries, one-minute birthday celebration, national or international special events, etc.)

15.  Make your lessons interactive and attractive

16.  Relate study materials to students' lives/experiences. Also, share your experience when possible

17.  Connect the value of the class to the students' interests by providing students with real-life questions and examples as well as the opportunity to work on challenges and questions that they find meaningful

18.  Expecting that students have complicated lives respects them as people but also sends them the message that you are human too

19.  Award active students with ungraded bonus marks to boost their motivation and enhance healthy competitions

20.  Be available as much as possible during and after the remote classes

The study took place during remote classes via Adobe Connect at Cestar College/Lambton College in Toronto. The instructor and students followed their normal schedule with an already prepared agenda for each class at specific dates and times. The study lasted three weeks: from July 13, 2020, to July 31, 2020, with respect to class hours. The study followed 76 students in two separate groups (38 students per group). The two groups were in class/receiving class instruction on the same dates but at different times (AM and PM).

The main aim of the study was to observe and analyze the students’ reactions toward the implemented “stress-free remote learning” approach in order to develop further discussions and studies.

This study collected data from a ‘question of the day’ provided to students during weeks 1, 2, and 3 of their classes. The questions of the day are related to study materials, topic summaries, the class environment, knowledge acquired, and personal opinions. Students provided their answers on a specific chat pod created for this purpose. The question of the day was part of the teaching-learning process. Also, this study analyzed surveys provided to students right after completing the courses. The survey covered questions related to the course materials and the instructor. 

Based on the observations, collected data analyses, and previous experience of the instructor, the students were motivated, concentrated/focused on course tasks and subjects, and actively participating in class. Their attendance was high, indicating that they felt invested in the course and were compelled to attend, despite the virtual format. The instructor also observed that students’ performance was positively impacted: students’ retention of information and desire to study were both high

Furthermore, the results from the survey conducted by the instructor directly after the course’s completion showed 98.25% student satisfaction in both groups. Attendance was 100% for both groups. It’s important to mention that this was a blind study.

Overall, the fact that student’s experience, knowledge, and satisfaction were positively affected by their exposure to stress-free classes (as was observed through their attitude, comments, and classroom behaviors) suggests that the adoption of experimental teaching-learning approaches is beneficial in effectively conducting remote classes. Despite the fact that this study had some limitations (Such as A- The size of the sample was small, making the information obtained limited in its usability; B- The generalizability of the findings was limited because two classes from one institution were used to collect data), the knowledge obtained will serve to stimulate further research and discussion regarding the conduct of remote classes.

Reference

Anthony A., Exploratory Independent Research Study. The Best Practice to Conduct Stress-Free. Remote Classes, August 2020. Cestar College (affiliated with Lambton College in Toronto).

?Authors: Dr. Anthony Alsayed

?About Authors:

Dr. Anthony Alsayed is a Professor & Multi-specialized Professional with 25+ Years of Experience in Academia, Research, Medical, Management & Leadership:

? Ph.D. in Clinical & Academic Research (Clinical Trials)

? Professional Higher Diploma: Leadership & Management

? Harvard Higher Education Teaching Certification

? MD- Medical Doctor

? Multiple Medical Postgraduate Diplomas

? Founder of Biomed Canada

? Medical & Health Science Professor