Making the Most of Online Classes: Clipping pedagogy's Future?

ABSTRACT

Since Internet video transmission emerged around 2000, online classes have yet to produce pandemic protocols and etiquette. Teachers and students alike remain in unknown territory. Sporadic rules emerge, as the audience muting their microphones, but whether videos should be on or off remains unclear, as too online exam policies (varying as they do from instructor to instructor). The onset of online classes makes standards-convergence an imperative. Personal pedagogical experiences and practices (from three terms of undergraduate/graduate electrical engineering IUB online courses) also suggest the need for a micro-macro "best practices” manual, asking if videos can be kept on or not, recording (but not distributing) classes and examinations, and permitting open-book tests and open Internet (without third-party communications). As globalizing and localizing forces both support and oppose each other, optimizing post-COVID-19 pedagogical solutions help. Overcoming pandemic and lockdown mindsets may be key to enhancing our perceptions and pedagogical practices. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.