The five parts of the figure show the teaching activities with students from the teacher's perspective. Teaching activities include "communication," in which teachers provide students with information about the class, "input," in which knowledge is taught to students through lectures, "output," in which students check their knowledge and skills through assignments, "collaboration," which promotes cooperative learning among students, and "assessment," in which students evaluate whether their knowledge and skills have been retained through tests and other means. Assessment evaluates whether knowledge and skills have been retained through tests and other means.
5 Teaching Behaviors
Consideration should be given to ways for teachers and students to communicate with each other to provide information on how to take and evaluate the course. When delivering lectures and other materials on-demand before class, consider ways for teachers and students to communicate with each other, such as setting up a bulletin board for questions. Furthermore, when using a web conferencing application for the simultaneous delivery of a class, it is possible that some students may have trouble participating in the class or that they may not be able to take the class in the middle of the lecture due to problems with the Internet environment. We will provide detailed information on how to participate and where to ask beforehand.
If you want to lecture in real-time with the teacher face-to-face, or if you want to present the board using a whiteboard or tablet PC, you can choose a face-to-face or online class.
The on-demand type is selected if the lecture is mainly about teaching knowledge and is one-way. In the on-demand type, resumes are distributed, and audio explanations are provided in addition to creating and distributing lecture videos. If video or audio commentary is unnecessary, PDF materials can be distributed, or a range of textbooks can be presented for students to read.
In order to confirm that the students who participated in this class have reached their goals. It is necessary to determine this by student output.
For example, confirmation tests, reports, and reflections will be conducted. Also, by accepting feedback on the learning content before and after the class in the forum (Moodle discussion board), feedback and points to be followed up on will be made clear.
Incorporating cooperative learning among face-to-face and online classes promotes a deeper understanding of the knowledge and skills being learned. In the real-time type class, breakout rooms in videoconferencing applications allow participants to collaborate in small groups. It also notifies participants of ways to contact teachers and TAs in case of Internet problems or other issues (e.g., chat in the videoconferencing application, email, etc.). A shared folder and worksheet on Google Drive or a similar file can be used to share work between teachers and students and between students.
In order to confirm that knowledge and skills have been retained, students should be evaluated using confirmation tests and mini-reports. These are useful for monitoring student achievement of goals and serving as indicators for class evaluation.
Another way to check attendance in a concurrently delivered class is to set up a meeting where students must register their e-mail addresses. In addition, a polling function in a videoconferencing application can be used to check class participation and comprehension.
The term "flipped classroom" refers to a form of teaching that "reverses" the role of the post-project.
Before class, teachers teach knowledge through lecture content, resumes, and other materials, and students complete their knowledge acquisition. Teachers then plan class time around cooperative learning to promote the application of knowledge, and students engage in "learning by using" the knowledge they have learned.
This way, class time can be devoted to collaboration and output activities, leading to effective knowledge retention.
To achieve effective blended teaching, "lectures" and "activities" must be appropriately combined. The key to this combination is the "learning objectives. Therefore, we consider what to teach and what skills to have students acquire through the activities to reach the learning objectives.
When choosing a class format, it is essential to consider "what will be taught," "what type of activities will be conducted," and "whether synchronous or asynchronous methods will be used."
What will be taught
The goal of a class is to achieve learning objectives. The effectiveness of a class is not determined by the number of hours of instruction but by what the teacher teaches and what the students learn in the class. By first clarifying the objectives of the class (learning goals), it is easier to determine what activities are necessary, whether online implementation is appropriate, and whether synchronous or asynchronous methods should be used.
The following three perspectives will be considered to determine what path students need to follow to get to the goal of the class (learning objectives).
・Does it provides students with the prior knowledge necessary to engage in the activity?
・Why are you asking students to engage in that activity?
・What does the activity help students do?
・How do we evaluate the activities of our students?
Face-to-face classes or synchronous delivery classes are suitable for teaching with question-and-answer sessions while transferring knowledge or when the effectiveness is enhanced by synchronous interactions such as dialogues. On the other hand, asynchronous, on-demand classes are more effective when knowledge acquisition is facilitated by repeated viewing of the material.
If the discussion does not require synchronous interaction, it can be conducted asynchronously using bulletin boards and worksheets.
When incorporating activities such as role-plays and practical skills in face-to-face classes, it may be possible to have students watch the scene settings, scenarios, and demonstrations as on-demand materials before the class.
Features of blended classes, critical points of class design, and implementation examples are introduced.
The features and points to remember for the Hyflex method and necessary equipment and implementation methods are introduced.
Learn how to design and implement practical blended classes, and download the Lesson Design Toolkit from this page.
This page introduces ELMS, Google Workspace, and Zoom, available at Hokkaido University.