The current pandemic forced colleges and universities around the world to transition from in-person to online instruction. Online and distance education have been around for some time, but no one predicted it would become the primary platform for learning and collaboration. This presentation highlights disruption as an opportunity for innovation and cretive thinking. The presenter will discuss how the current pandemic has prompted the development and delivery of a entirely online course (Arabic As a Second Language/ASL) and how the approach might be extended to other languages. The presenter will share best practices in LMS-technology integration as well as tips on how to engage students in learning a second language online.
The COVID-19 Pandemic forced colleges and universities around the world to transition abruptly from face-to-face to online instruction. Online and distance education have been around for some time, but no one predicted it would become the primary platform for learning and collaboration. This notable disruption to the various functions of higher education has also served as an enlightening moment of reflection and envisioning the future of teaching and learning. To this end, as the global community moves through and beyond the Pandemic, colleges and universities will continue on the path of rediscovery and searching for efficient, cost-effective, and flexible degree and program offerings. At Khalifa University, a top research institution in the United Arab Emirates, the transition from in-person to remote learning has generated effective instructional practices conducive to efficiency and student success. Based on the recent scholarly discussions, it is evident that digital technology has made possible what was deemed impossible. While the Pandemic has been disruptive to higher education, it created pathways for innovation and restructuring outdated and inefficient educational practices.
Although KU has never offered online courses, emergency response teaching (ERT) required the transition from in-person to e-learning using Blackboard and Microsoft Teams as essential tools for conferencing and lecturing. This transition has created a departmental discussion about offering an Arabic course required for international students. The Center for Teaching and Learning collaborated with the preparatory program to develop a fully online Arabic course for non-native speakers. Teaching a second language to non-native speakers is a daunting task in itself, but to offer this sixteen-week course entirely online was a fantastic journey that required outstanding course design skills and technology integration. The Modern Standard Arabic course was developed using short video lectures followed by online discussions and quizzes. Students were provided with a Smart Keyboard which allowed for the conversion of letters from English to Arabic. The final project is a culmination of experiences and exposures that students present in Arabic. Rosetta Stone was integrated into the LMS and served as the lab for this course and a secondary mechanism for tracking student engagement. Presenters will share the scope and importance of teaching and learning a second language in a globalized and interconnected world. The presenters will also showcase how the challenges presented by the current Pandemic have led to a creative approach to teaching and learning.
The COVID-19 Pandemic forced colleges and universities around the world to transition abruptly from face-to-face to online instruction. Online and distance education have been around for some time, but no one predicted it would become the primary platform for learning and collaboration. This notable disruption to the various functions of higher education has also served as an enlightening moment of reflection and envisioning the future of teaching and learning. To this end, as the global community moves through and beyond the Pandemic, colleges and universities will continue on the path of rediscovery and searching for efficient, cost-effective, and flexible degree and program offerings. At Khalifa University, a top research institution in the United Arab Emirates, the transition from in-person to remote learning has generated effective instructional practices conducive to efficiency and student success. Based on the recent scholarly discussions, it is evident that digital technology has made possible what was deemed impossible. While the Pandemic has been disruptive to higher education, it created pathways for innovation and restructuring outdated and inefficient educational practices.
Although KU has never offered online courses, emergency response teaching (ERT) required the transition from in-person to e-learning using Blackboard and Microsoft Teams as essential tools for conferencing and lecturing. This transition has created a departmental discussion about offering an Arabic course required for international students. The Center for Teaching and Learning collaborated with the preparatory program to develop a fully online Arabic course for non-native speakers. Teaching a second language to non-native speakers is a daunting task in itself, but to offer this sixteen-week course entirely online was a fantastic journey that required outstanding course design skills and technology integration. The Modern Standard Arabic course was developed using short video lectures followed by online discussions and quizzes. Students were provided with a Smart Keyboard which allowed for the conversion of letters from English to Arabic. The final project is a culmination of experiences and exposures that students present in Arabic. Rosetta Stone was integrated into the LMS and served as the lab for this course and a secondary mechanism for tracking student engagement. Presenters will share the scope and importance of teaching and learning a second language in a globalized and interconnected world. The presenters will also showcase how the challenges presented by the current Pandemic have led to a creative approach to teaching and learning.