The slide discuss transitions to remote education

1. Transition to Remote
Learning
Steven Chen
I 302: Academic Success in the Digital University

2. Table of contents
introduction
school receive mix results on remote learning
Challenges for implement remote teaching
Remote teaching from teacher’s perspective
conclusion

3. Introduction
 Shift to online education since March 2020
 I also experienced this learning pattern nearly one year
 Whether remote teaching become regular teaching. Can
they replace traditional teaching?

4. 1. Mix result for remote teaching so far
 University of Brunei Darussalam implement blended teaching during
COVID-19.
 mixture of positive and negative effect
 students satisfy the online learning policy by the university but have
challenges academically

5. 2. Many challenges in front
 Research from India
 “Whether students would prefer online classes after COVID-19.”
 Students concerns low connections and too few interactions.

6. 3.Remote teaching creates challenges
for teachers
 Lack of interaction with students.
 Communication problem

7. Conclusion
 Current remote teaching still has room for developments
 Unable used as regular teaching
 Can’t replace traditional in-person teaching.

9. Reference (image)
Beginner's Guide to Remote Teaching. FluentStream. (2020, October 28).
Retrieved October 19, 2021, from
https://www.fluentstream.com/blog/beginners-guide-to-remote-teaching/.
Wikipedia contributors. (2021, October 5). Universiti Brunei Darussalam.
Wikipedia. https://en.wikipedia.org/wiki/Universiti_Brunei_Darussalam
Li, K. (2020, March 6). How teachers are responding to online classes. Opinion -
Chinadaily.Com.Cn https://www.chinadaily.com.cn/a/202003/06/WS5e61c1
4ba31012821727ce93.html
Norris, A. (2020, December 15). Coronavirus and the media - challenges and
opportunities. FIPP. https://www.fipp.com/news/coronavirus-media-
challenges-opportunities/

10. Reference
Shahrill, M., Petra, M. I., Naing, L., Yacob, J., Santos, J. H., & Abdul Aziz, A. B.
Z. (2021). New norms and opportunities from the COVID-19 pandemic crisis
in a higher education setting: Perspectives from universiti brunei Darussalam.
International Journal of Educational Management, 35(3), 700–712.
https://doi.org/10.1108/ijem-07-2020-0347
Agarwal, A., Bansal, K. M., Gupta, A., & Khurana, R. (2021). Online
education: A booming product for institutes post- COVID-19? Marketing
Education Review, 1–11. https://doi.org/10.1080/10528008.2021.1958346
Zhao, L. (2020). Online teaching in China during the COVID-19 pandemic: how
online teaching affects K-12 teachers. (publication no. 0000-0002-5594-9734)
[Master’s thesis, University of Texas at Austin]. Texas ScholarWorks.
https://repositories.lib.utexas.edu/handle/2152/87200

11. Reference (cont.)
Cathy Li, H. of M. (n.d.). The COVID-19 pandemic has Changed education
FOREVER. This is how. World Economic Forum. Retrieved September 24, 2021,
from https://www.weforum.org/agenda/2020/04/coronavirus-education-
global-covid19-online-digital-learning/
García,E & Weiss,E • September 10. (2020). COVID-19 and student performance,
equity, and U.S. EDUCATION policy: Lessons From PRE-PANDEMIC research to
inform RELIEF, recovery, and rebuilding. Economic Policy Institute. Retrieved
September 24, 2021, from https://www.epi.org/publication/the-
consequences-of-the-covid-19-pandemic-for-education-performance-and-
equity-in-the-united-states-what-can-we-learn-from-pre-pandemic-research-
to-inform-relief-recovery-and-rebuilding/.