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In March of 2020, Mason Korea faculty were less than a month into moving their classes online because of the COVID-19 pandemic. No one knew then that a year later classes would remain online. There is no doubt that online instruction has been a challenge, for faculty and students alike. However, challenges can also be an opportunity for growth. We asked some Mason Korea faculty to reflect on what has gone well during this year of online teaching, what they have learned from it, and what lasting, positive impact it might have when the pandemic is over. Here's some of what they had to say.
Any unexpected triumphs during our year of mostly online instruction?
One unexpected triumph that both our students and I experienced through the COVID-19 pandemic is that we turned ourselves into experts in the online educational setting, actively utilizing what was available and making the best out of it. At first, meeting the class online using the Blackboard Collaborate Ultra system or Zoom looked unfamiliar, but we quickly adapted ourselves to the new synchronous online class system, and got to realize “Aha! It works!" — Professor Eunmee Lee, English for Academic Purposes
I was surprised that some students who might not have actively participated in class discussions when having typical in-person classes tried to speak more in the online setting. I asked them about it, and they told me that it was a bit less nerve-racking (therefore, more comfortable) for them to speak in Zoom classes than in offline classes. They were afraid of speaking in front of people, but they seemed more comfortable in the online setting. — Professor Gyu Tag Lee, Cultural Studies
The best thing that happened during the online teaching experience was being able to organize a virtual event for which we invited speakers via Zoom whom we wouldn’t have been able to bring in if we did an in-person event. We decided to extend the invitation to all Mason students to benefit the entire Mason student community. The event was quite successful. — Professor Eunhee Seo, English for Academic Purposes
In my online classes, students pay more attention to the uploaded lecture notes, and they often raise questions, more than before. — Professor Jang C. Jin, Economics
I think a neat quote to sum up the work I have received during COVID would be "diamonds form under pressure." Despite the social and economic impacts of COVID, students have shown themselves incredibly resilient and the quality of work has actually increased in many of my classes. — Professor John Garnett, History
Are there any skills you gained during the year? What were they?
I converted two conflict simulations for online use. The simulations made for heated discussions and students reported back that these were among the most meaningful activities of the semester. — Professor Arthur Romano, Conflict Analysis and Resolution
I have been experimenting with different types of prompts in my discussion boards and have found that when the questions are centered on student experience and offer the students the opportunity to support each other's learning that their responses are thoughtful and meaningful. Creating a community of learning in online environments is always a challenge, but this has turned out to be a powerful tool. — Professor Kimberlie Fair, Business
Probably the most important skill was to have more patience with the students and learn how to successfully work with their writing and presentation skills in an online format. Just as important was to successfully keep students motivated while they deal with the stress of being at home and not being able to be physically at school. I found that by just asking them often how they are doing and sending them messages of support, it has helped keep their attention and focus on school. — Professor Roland Wilson, Conflict Analysis and Resolution
I tried to have more 1:1 meetings with students online (and sometimes offline at my office) during the online teaching period to reassure students that "Professor Lee is available even though physically we are far apart and it's not easy to meet." This turned out to be a successful approach as many of the students who met me individually thanked me, saying that they felt taken care of. — Professor Gyu Tag Lee, Cultural Studies
Do you think any of those skills will continue to positively impact your teaching even when the pandemic is over? How so?
Absolutely. The more skills one learns, the more complete toolbox one has to be able to support students and provide them with the best learning experience. — Professor Roland Wilson, Conflict Analysis and Resolution
To run my classes in an online or hybrid modality, I learned how to use online teaching software such as Zoom, Blackboard, and other applications. The knowledge and skills gained can be used to increase efficiency and effectiveness in face-to-face classes. — Professor Leo Jung, Business
Before the pandemic, I had been thinking of using a 'flipped classroom' approach in my writing classes—cutting down on in-class lectures and doing more writing during class. The lecture material would shift to homework that students needed to watch before class, and some of the writing that we had been doing as homework would shift to in-class work. The pandemic forced me to give this a try, and I'm glad. — Professor Jason Kifer, English for Academic Purposes
When my classes were forced online, I was forced to learn about technologies and software I might not have otherwise ever utilized. I quickly became comfortable with Zoom, started making short instructional videos, and built on my use of Google Docs for collaborative work in the classroom. Moving forward, pandemic or not, I will continue to incorporate these technologies in my classroom. — Professor Alice Wrigglesworth, English
One thing that I will keep doing going forward is finding a way to record and post lectures from face-to-face classes for students. I realize that many students would like to listen to these multiple times or re-listen to specific portions they do not understand. COVID has allowed for a little more differentiated learning that I plan on retaining in my courses going forward. — Professor John Garnett, History
Do you think teaching will be the same after the pandemic, or will it change in some way permanently, for students and/or faculty?
The shift to distance learning has obliged us to deepen our commitment to learner-centered approaches, adopt innovative techniques in online teaching, and discover how to seamlessly integrate technology in the teaching process. It has also pushed faculty to intensify the sharing of teaching-related information, which has allowed us to learn from one another and further improve our teaching. I believe that many of these changes will continue to be applied in the post COVID-19 era. — Professor Vias Nicolaides, Business
Even when the pandemic is over, I would like to continue to use many of these tools (virtual office hours, virtual individual/group student conferences, virtual group project rooms, synchronous file sharing, file hosting services, instructional videos, etc.) so as to facilitate student learning and accommodate diverse student needs and benefit students with different intelligence and learning styles. — Professor Eunhee Seo, English for Academic Purposes
One advantage of the synchronous online class meeting on Collaborate Ultra or Zoom is that everybody has an equal voice as long as they turn on the mic. Loud or soft, one’s voice has the same audibility online, whereas some are not audible in the real classroom setting. In a sense, every step that we took during the year was a step that opened a new possibility for education that will last even after the pandemic season. — Professor Eunmee Lee, English for Academic Purposes
I have always wanted all my students to succeed. But in past years, when a student did not seem engaged with class, I think I felt a bit intrusive asking if they were okay. During the pandemic that hesitancy went away. One way or another, COVID has affected all of us: we’re all dealing with losses and new levels of stress. One benefit is that now it’s easier to ask that question, and very satisfying to connect a student to scholarships or financial aid funds, or to counseling options on campus. — Professor Teresa Michals, English
2020 made me slow down and evaluate what I was asking of students: what I truly needed from them, and what I could let go of. I was forced to reflect on the goals of the course and consider individual students’ realities and the fact that we’re not all in the same boat. It called on me to kick my compassion into overdrive and demonstrate empathy to ensure students knew they weren’t alone and that I cared. This is something I will endeavor to take with me into the new normal. — Professor Alice Wrigglesworth, English
One unexpected triumph that both our students and I experienced through the COVID-19 pandemic is that we turned ourselves into experts in the online educational setting, actively utilizing what was available and making the best out of it. At first, meeting the class online using the Blackboard Collaborate Ultra system or Zoom looked unfamiliar, but we quickly adapted ourselves to the new synchronous online class system, and got to realize “Aha! It works!"
I was surprised that some students who might not have actively participated in class discussions when having typical in-person classes tried to speak more in the online setting. I asked them about it, and they told me that it was a bit less nerve-racking (therefore, more comfortable) for them to speak in Zoom classes than in offline classes. They were afraid of speaking in front of people, but they seemed more comfortable in the online setting.
The best thing that happened during the online teaching experience was being able to organize a virtual event for which we invited speakers via Zoom whom we wouldn’t have been able to bring in if we did an in-person event. We decided to extend the invitation to all Mason students to benefit the entire Mason student community. The event was quite successful.
In my online classes, students pay more attention to the uploaded lecture notes, and they often raise questions, more than before.
I think a neat quote to sum up the work I have received during COVID would be "diamonds form under pressure." Despite the social and economic impacts of COVID, students have shown themselves incredibly resilient and the quality of work has actually increased in many of my classes.
I converted two conflict simulations for online use. The simulations made for heated discussions and students reported back that these were among the most meaningful activities of the semester.
I have been experimenting with different types of prompts in my discussion boards and have found that when the questions are centered on student experience and offer the students the opportunity to support each other's learning that their responses are thoughtful and meaningful. Creating a community of learning in online environments is always a challenge, but this has turned out to be a powerful tool.
Probably the most important skill was to have more patience with the students and learn how to successfully work with their writing and presentation skills in an online format. Just as important was to successfully keep students motivated while they deal with the stress of being at home and not being able to be physically at school. I found that by just asking them often how they are doing and sending them messages of support, it has helped keep their attention and focus on school.
To run my classes in an online or hybrid modality, I learned how to use online teaching software such as Zoom, Blackboard, and other applications. The knowledge and skills gained can be used to increase efficiency and effectiveness in face-to-face classes.
Before the pandemic, I had been thinking of using a 'flipped classroom' approach in my writing classes—cutting down on in-class lectures and doing more writing during class. The lecture material would shift to homework that students needed to watch before class, and some of the writing that we had been doing as homework would shift to in-class work. The pandemic forced me to give this a try, and I'm glad.
When my classes were forced online, I was forced to learn about technologies and software I might not have otherwise ever utilized. I quickly became comfortable with Zoom, started making short instructional videos, and built on my use of Google Docs for collaborative work in the classroom. Moving forward, pandemic or not, I will continue to incorporate these technologies in my classroom.
The shift to distance learning has obliged us to deepen our commitment to learner-centered approaches, adopt innovative techniques in online teaching, and discover how to seamlessly integrate technology in the teaching process. It has also pushed faculty to intensify the sharing of teaching-related information, which has allowed us to learn from one another and further improve our teaching. I believe that many of these changes will continue to be applied in the post COVID-19 era.
I have always wanted all my students to succeed. But in past years, when a student did not seem engaged with class, I think I felt a bit intrusive asking if they were okay. During the pandemic that hesitancy went away. One way or another, COVID has affected all of us: we’re all dealing with losses and new levels of stress. One benefit is that now it’s easier to ask that question, and very satisfying to connect a student to scholarships or financial aid funds, or to counseling options on campus.
