Declands of experience in teaching, including online teaching, offered little advantage as the universities of the world retreated from the campus during the long months of the Coronavirus pandemic.

A study released at the height of the crisis has found that no one came with an advantage, since the academics of all types faced the same steep learning curve.

"We have not found more junior instructors or those in specific disciplines that react systematically different from their pair comparators" researchers report in the Educational Review. "The teaching effort was not affected by the individual attributes of the instructors or the institutions in which they worked."

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  • STUDIES PICK University programs with the best investment returns < p> The document is the first of a series of a collaboration formed at the beginning of the pandemic, since academics refused to lose the opportunity to learn from a calamity. Directed by the University of British Columbia, the Consortium involves eight institutions in Australia, Belgium, Canada, the Netherlands, the Philippines and the United States

    through "virtual interviews" and questionnaires distributed in March and April 2020, the researchers gathered a tense crisis response snapshot of thousands of data points in more than 300 courses on four continents.

    While many academics felt "overwhelmed" by the transition, four out of five reported "relative success in online pivot engineering" without renouncing their "pedagogical practices". And while there was a "precipitous fall" in field work, almost three quarters of the respondents managed to maintain other facets of active learning, such as laboratories, group works and student presentations.

    Concerns that academics "Simply dump reading notes on online platforms" turned out to be "exaggerated", suggests paper.

    While 55 percent of respondents rated the learning experience of their students as "less quality" during the pandemic, more than 70 percent, however, we feel that they had fulfilled their teaching goals. Class cancellations showed to be relatively rare, affecting only about 40 percent of the courses and generally involving only two or three classes. The assignment deadlines, the lengths of the words and the format requirements were relaxed by more than 60 percent of the courses, but without sacrificing impartiality or transparency. googleg.cmd.push (function () googleg.display ("dfp-ad-article_in_article");)

    Coautor David Boud said that the differences in the state, nationality and gross domestic product had Little difference in the handling of the academic of the crisis. "What was shocking was how similar the experience was for all," said Boud, Director of the Research Research Center at the University of Deakin in Evaluation and Digital Learning, Australia.

    "We assume that people with greater online experience would be very much better about it. But because the change was so fast, they were all on the same boat."

    Boud He said that most of the institutions have refined their use of learning management systems, since the academics who had targeted technology began to embrace their possibilities. . "There has been an exchange of experience and greater familiarity with the new mode."

    He said that Deakin and other members of the consortium have also seen a bifurcation in student assessments, with many qualifications of their courses highly, but giving lower classifications. for his general experience. "There has not been a decrease in the satisfaction of the students with the individual course units, they appreciate the commitment of the teaching staff, but they could not meet their classmates, they could not go to societies. There is a lot of informal learning that is it produces on campus, and that is

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