Teaching after the pandemic
The Covid-19 pandemic has had a disruptive effect on a global level, and it has transformed the way we work, live, and even the way we interact with each other. The education field was no exception. Starting in 2020, the governments imposed lockdowns and social distancing measures forcing the educational system to transition to a fully online model. We, as teachers, have witnessed firsthand the need to digitize education as we had to completely change our activity and adapt to an online teaching-learning environment. Fast forward two years and we were back to the physical environment, once all the pandemic measures were lifted. However, this hasn’t been the easiest of transitions. After spending much time under the pressure of physical distancing, the face-to-face interactions have driven me to remember the significant role of the social component in the teaching process. Below, I have categorized some of the lessons I have learned along the way:
#1 Engagement: get to know your students
The first question I found asking myself upon returning to the classroom was: “How do I engage with the students that I only met online?”. After some consideration, I decided that my goals were to get to know the students, to energize and motivate them. However, a crucial part of any social engagement is building trust. Hence, the way I approached my first classes was two-fold: firstly, intending to establish a collaborative & engaging environment, I prepared ice-breaking activities that allowed students to get to know one another; secondly, I had to open myself up to my students and let them know a little bit more about my personality. This kind of activity helped the class feel a lot more connected, provided a starting point for discussions, and created a sense of comfort and trust. As a result, the feedback I received was positive and most satisfying.
#2 Collaboration & online tools
The last two years have made me much more aware of the online resources that facilitate and provide options for teaching classes. The advice here is to bring these tools into the classroom to provide a smoother transition from the online teaching format to which the students have been accustomed for the past two years. These tools (Google Classroom, slides, Menti, Miro, Slido, etc.) provide greater flexibility and maintain students’ attention for longer, keeping them better involved in the class.
# 3 Co-evaluation, feedback & structure
Student learning is dependent on continuous feedback. My approach implies first and foremost to establish a structure. For instance, I discuss and explain the rules and criteria for evaluation on a project, letting the students know what is expected from them. Second, I offer guidance and timely feedback on every occasion, for instance after each project presentation. Third, I invite students to evaluate both their work and their peers and to offer feedback by using supporting digital tools (questionnaires, open-ended feedback). The goal is to facilitate student progress and create opportunities to build a sense of connection in the classroom.
About the author
Alexandra Vițelar is a PhD lecturer at the Faculty of Management, with 10 years of experience in the field of research and academia. She holds a PhD in Communication Sciences, focusing on the impact of the economic crisis on the Eurosceptic attitudes of young people in Romania. She also has experience as a consultant working and contributing to different projects focused on the digital strategies of companies. Alexandra was also involved in European-funded projects related to academic education and tutorship, entrepreneurship and innovation. Her areas of interest are: digital marketing, consumer behavior, sustainable business & innovation management.
She is one of the most popular academic instructor among students of the Faculty of Management, using a wide range of interactive instruments, both considering online and offline classes.
