University of South Florida (USF) M3 Publishing
Abstract
COVID-19, for sure, was the most pervasive test to the use of technology in education. In the last few decades, a barrage of technological tools was crafted and developed in pursuit of ameliorating the learning process for learners across the world. The efforts to find the best technology and the most effective modus operandi to integrate technology into teachers’ practice in and out of classrooms was still immature that the pandemic struck and exacerbated the situation. Now, the once-deemed-useful technologies become the refuge for learning. Today, distance education is no luxury, but an urgent need. The students who do not have a reliable internet connection with an advanced device to study would lag behind their peers. Albeit technology is a must here, having access to these technologies does not guarantee learning for a variety of reasons. The widespread use of online learning (re)surfaced the very many constraints of hybrid courses. To not only survive but thrive, many academic institutions decided to adopt hybrid courses. A hybrid course includes a face-to-face session as well as synchronous and asynchronous sessions. Many educators are already familiar with these courses but synchronous sessions inherently impose constraints on teachers and learners alike. In this article, we will detail the nature of nature of hybrid classes. Beginning with how to manage a hybrid course, we will put forth the modus operandi of how to tackle the issues while teaching online in synchronous sessions.
DOI
https://www.doi.org/10.5038/9781955833042
Recommended Citation
Khoshnevisan, B., & Alfahad, R. (2021). Synchronous sessions during the COVID-19 pandemic: The good, the bad, and the ugly. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 4, pp. 1–7). USF M3 Publishing. https://www.doi.org/10.5038/9781955833042
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
