We\u2019re living in a different world than we were a few months ago, with almost all elements of our lives having shifted online, from studying remotely to video-calling friends and family.<\/p>\n\n\n\n
Understandably, living your entire life through a computer screen can cause motivation and focus to take a dip here and there. For many who\u2019ve never had to study remotely before, making the adjustment is likely to have been taxing.<\/p>\n\n\n\n
So, it\u2019s worth paying attention to what universities are doing to ensure their students are getting the most out of their studies when at home, with even more distractions readily available.<\/p>\n\n\n\n
QS in Conversation recently held a virtual panel on this topic, featuring: Dr Betty Vandenbosch Chief Content Officer at Coursera; Alex Chisholm Head of Analytics at QS Quacquarelli Symonds; Dr Gog Soon Joo Chief Futurist, Chief Skills Officer, Chief Research Officer at SkillsFuture Singapore.<\/p>\n\n\n\n
In the online space, a student is in control of their learning experience; how they curate and learn, and also if they repeat tasks. But what needs to be done by educators to encourage students to undertake their studies?<\/p>\n\n\n\n
Vandenbosch said: \u201cI think the most important thing is that students and faculty together have to recognize that it\u2019s a different world.<\/p>\n\n\n\n
\u201cIn online education, the instructional design helps faculty put together a course that is engaging and helps people.<\/p>\n\n\n\n
\u201cWith instructional design you can have worked examples, readings, peer experiences, projects, guided projects, all sorts of things you can do to help students learn better than just watching a video and taking notes. That\u2019s what\u2019s going to make the difference in helping students stay engaged online.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"
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