COVID-19 has certainly changed our world forever, and mostly not for the good. But one lesson we have all learned is how to use technology to our benefit. In just 12 months, Zoom has become one of the most recognized words in technology, with other communication options now popping up as well.
Clearly education has lost much, but also has much to gain by this pivot to new technology. At Loma Linda, we have had to learn very quickly how to provide “hybrid” classes, with lectures online while labs and clinical experiences continue face to face with appropriate masks and distancing. Depending on their schedule, some students are not on campus at all and so need even more connectivity.
One of the things we quickly realized is that quality online learning is much more than just posting your lecture or PowerPoint on the screen, or certainly more than just listening to a teacher talk. Good learning requires interaction, discussion, and embracing new thoughts. That usually requires some form of dialogue. It also requires a degree of engagement that leads to a relationship, and preferably actual trust developing between the learners and presenters. In the Adventist context, we also want it to include the “value-adds” that explore core values and spiritual understanding. How do you do that effectively online?
The lessons are still being learned. Even our master teachers have had to pivot significantly in how they share information. They have learned new ways to present ideas, embed explanatory video clips, and seek regular feedback. We have had to engage external expertise to establish new formats and models that are gradually being accepted across the campus. This is not an easy transition, but it is clear that it has strengthened even our face to face classes.
Now as we start to see the end of the pandemic, it looks like another challenge is facing us, what some have termed “HyFlex” learning. This occurs when some of your students are in class and others are connected digitally in the same class. Now you have two different formats and audiences with different learning experiences in the same course together. While even more challenging, this is probably the option we will be expected to deliver into the future. While the technology will be essential, the faculty preparation and delivery skill will be even more crucial.
The required teaching methodology changes can probably be learned over time by experimenting and evaluation. But the problem is we don’t have much time. I could wish for a template or guidance on how to make this happen, particularly for smaller Adventist schools without a lot of resources. While you can find a lot of help on the web, it takes time that is often too precious for teachers carrying heavy classroom loads. Perhaps this would be the most useful niche for our church educational systems to help develop for all of us in Adventist education.
Author
Richard Hart
Richard, MD, DrPH, is currently serving as the president of Loma Linda University Health in California, USA.