Three Common Misconceptions About Online Class

Due to the COVID-19 epidemic, online learning suddenly became the norm in March 2020, giving many university education organizations only a weekend to be ready. As a result, synchronous, lecture-based do my course were the predominant format. Students were provided instruction in the form of huge open online courses (MOOCs), driven by presentations and exams, rather than the chance for problem-posing knowledge and learning transformation. Ironically, these earlier attempts at online learning failed because early “educational technology” and correspondence courses likewise emphasized a lecture-based, teacher-centered approach. According to research, this method of instruction does not promote critical thinking or online student success.

We must distinguish between emergency remote teachings and planned online courses as we transition from reactive to proactive distance classes for higher education. As a result of the former, there are three widespread misconceptions concerning online education.


Misconception # 1

Students cannot be given online group projects by teachers. According to research, participation in online programs can boost a student’s sense of belonging, as well as their academic performance and retention rates. According to one study, integrating student-to-student and student-to-content interactions had the biggest influence on students’ learning. Footnote4 Working jointly allows students to learn at a deeper level than they might if they worked alone, according to Russian psychologist Lev Vygotsky. Students get the chance to engage with and understand students from different backgrounds through online class help interaction. When students connect, they each bring their viewpoints, histories, and prior knowledge to the conversation. These contacts could enhance pupils’ social skills and open their eyes to perspectives different from theirs. Learning from others broadens pupils’ horizons, improves their capacity for new lesson learning, and enables them to reconsider their views and establish their viewpoints.

Assigning texts or films for the students to review independently is possible. The instructor can then form groups and offer discussion topics using the learning management system (LMS). The tiny groups of students then synchronize to discuss. Finally, each student has a moment to think privately about the topic and the knowledge they have learned through participating in group projects.

Group work requires scaffolding and clear instructions. Because of this, online learners can prepare their schedules in advance to accommodate the group work plan. Instead of anticipating weekly group assignments, teachers could provide a long-term group project related to several module goals, specific instructions and due dates for groups to meet every week, and a concluding assignment three to five weeks later. Faculty members can request that students turn in weekly assessments and/or check-ins if they are worried about students putting things off.


Misconception # 2

For students to comprehend the material, lecturers must use a synchronous structure. With the development of online learning, pedagogy has changed to “discussion-based constructivist methodologies.” This change has given both students and teachers more self-assurance and created a chance for higher-quality online education. Higher education officials have acknowledged the significance of developing an online understanding environment that promotes problem-solving and critical thinking as this transformation continues. This practically means that teachers must give pupils opportunities to critically analyze their surroundings through tasks. The problem-posing approach also expands opportunities for discussion and interaction between students and teachers, allowing both to develop together. Instructors can begin introducing tasks requiring students to critically evaluate the responses given to them and offer alternate solutions instead of exclusively focusing on lecture- and/or discussion-based learning. 


Teaching in online classes is still acceptable. However, educators should offer topic-based, quick (5–10 minute) instructional videos rather than giving three-hour lectures twice a week. These brief movies usually cover the subject more briefly and give students more time to reflect. If students are still having trouble, they can go back and review the material on a topic-by-topic basis.

In-person teachers can urge students to consider their “muddiest points” if they are concerned that they won’t be able to tell if they are confused by the expressions on their faces. These murkiest points give teachers insight into the areas in which students are having difficulty and enable them to address those topics in a weekly presentation and/or a support video.


Misconception # 3

Online learning doesn’t have any “Aha!” moments. Online education that occurs “via a connection to a computer network at a venue remote from the learner’s computer” and that does not take place simultaneously is referred to as asynchronous learning. Footnote8 As a result, fully unscheduled online courses lack any elements that require peer and real-time instructor interactions. Many people believe that “Aha!” moments or instantaneous realizations and insights are difficult to re-create in the internet world because there is a lack of direct engagement. But during introspection, those learning breakthroughs could happen. So, even if “Aha!” moments might not happen right away, there are many chances to help pupils understand.


Students can focus on their learning in their journals as they engage with the teaching resources. They can rapidly gauge their degree of understanding and growth by considering the subject before engaging with the information. They might also dispel any misunderstandings or doubts they had before learning the material.

There are two methods to check in with students: collectively and privately. Each week, instructors can publish an announcement or email highlighting the advances they saw in their pupils. These epiphanies might result from peer discussions, one-on-one sessions, self-reflection, or the week’s assignment. Students can talk about their “Aha!” moments and how they realized them. If they don’t, teachers can note this in the assignment’s comments section, reiterating that the participants are on the right track and praising their capacity for growth and learning.

Faculty can use video discussion forums to have students respond to the material if they are still concerned that they won’t be able to see their “Aha!” moments. This enables teachers to put a face to a name, determine whether students really understand the material, and get a clear picture of where students were before and now.


Misconception # 4

When I was a kid, my mom would take me to the movies to see Disney movies. I remember getting so excited when I would see Tinkerbell flying on her pixie dust and hearing the music in my head. She was the inspiration behind my love of fairy tales and the beautiful dresses.


How Technology Is Changing How We Treat About Online Class

Many people use technology in a variety of ways, including changing the way we treat others. There are many ways in which technology is changing the way we treat others. For example, technology is changing the way people find jobs and even how they find love. As technology alters our contacts with people, we must be mindful not to let technology define our interactions.


Why You Should Focus on Improving Online Class

The online class is a growing trend in higher education. It allows students to be as far away from the classroom as they wish while still participating in class discussions, and it eliminates the requirement for a professor to travel to a specific classroom. The online class may be accessed from any device, making it ideal for students who are unable to attend class or live too far away from the institution. However, it is important for the students to focus on improving the online class experience.


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