Page 64 - The Wish Stream Year of 2020 Crest

Attention to diversity is the last, but in no sense least, important step for devising an effective eLearning strategy. The multiplicity of peda- gogical activities (lectures, seminars, tasks), the blended F2F and online approach and the open communication channel with lecturers, are cru- cial aspects to guarantee that each student can thrive in this environment. Notable emphasis has also been placed onto enabling students’ sense of self-efficacy. Self-efficacy refers to the percep- tion of being able to complete assigned activi- ties and that these are in line with developing their competences. The attention on this aspect largely reflects F2F teaching prior to DIA’s Covid- 19 response; however, the eLearning strategy requires even further attention on the part of the lecturer to monitor how the learning experience of each of their students is unfolding. This entails being particularly observant to group dynamics in online sessions to ensure that all students feel that they are in a safe and supportive learning environment in which their contribution is valued. Here, each lecturer finds their own strategies. An example to facilitate this aspect has been the use of platforms such as Padlet. These allow the creation of an online canvas on which students can write their responses to a lecturer’s question (see the picture below). The comments can be
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set to be anonymous, so students feel freer to explore their initial thoughts on the subject. Fol- lowing this initial entry into the topic, students are then facilitated to participate verbally in the class debate on MS Teams.
In conclusion, developing an eLearning strategy has required a holistic approach, which avoids compartmentalisation. Only by looking simulta- neously at all three components of the learning process – educator, pedagogy and students – has it been possible to reproduce a level of learning experience, which, while not equiva- lent to F2F delivery, maintains high standards and meets learning objectives. These three key components must be synchronically considered; the preparatory work of lecturers, module man- agers and head of departments must translate into effective blended teaching processes to sustain a responsive and responsible student body. Together, these three core elements cre- ate the basis for a successful learning strategy in times of COVID-19. It is a labour and resource intensive effort on all sides. As is the case for any successful strategy, the principles of flexibility, reflexivity, motivation, empathy and attention to diversity are paramount.
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