On April 22, 2024, the tenth session of the Round-table Dialogue on Teaching convened, bringing together a group of educators to discuss the enduring impacts of the COVID-19 pandemic on education. The session was notably enriched by the presence of Professor Bairbre Redmond, a distinguished figure in international higher education. As the Provost of Universitas 21 from 2016 to 2021, she managed academic responsibilities across a network of 28 top-tier, research-intensive universities, including Shanghai Jiao Tong University.
The event started with each participant paving the way for a comprehensive, interdisciplinary discussion on the persistent influence and mixed effects of the COVID-19 pandemic on student learning and teaching dynamics. Throughout the session, several key aspects were of shared interest and meticulously explored:
l Student Engagement: Educators have reported notable shifts in student engagement levels since the initial transition to online learning in 2020, which disrupted traditional teaching methods and led to a challenging blend of online and offline interactions. Despite improvements, challenges remain in maintaining students' focus and ensuring effective interactions both among students and between students and teachers.
l Learning Habits: The return to in-person education exposed new behavioral patterns, such as the predominant use of digital devices over direct engagement during lectures. This change has necessitated adjustments in teaching strategies to better redirect these habits toward more effective learning outcomes. Additionally, a tendency towards student passivity was noted, requiring innovative engagement strategies.
l Assessment of Learning: The group further discussed the long-term impact of high-stakes examinations on students’ ability to think critically and work collaboratively. The focus on exam performance has fostered a competitive learning environment, complicating the dynamics of group tasks and collaborative learning efforts, which further discourages critical thinking among students.
l Hybrid education challenges: Concerns were also voiced regarding the difficulties in catering to a diverse student body, where some participants engage remotely while others are physically present. This dual-mode teaching environment presents unique challenges that require thoughtful strategies to effectively bridge the experience gap between different student groups.
In discussing the fostering of a critical approach, Professor Redmond pointed out that not all students may be cognitively prepared to engage critically without structured guidance, especially those who are new to online learning environments. She emphasized the importance of scaffolding these skills in students, helping them to integrate their knowledge and insights into a cohesive whole, akin to harmonizing individual instruments in an orchestra. Professor Redmond also highlighted the need for education systems to adapt to the varying backgrounds and capabilities of students, particularly when presenting them with ambiguous problems that can be solved in multiple ways. This approach not only engages students but also prepares them to handle real-world complexities.
The session concluded with a call to action for educators to continue researching and sharing effective practices to address the enduring impacts of the pandemic on education. This dialogue not only illuminated the complexities of post-pandemic education but also delineated a forward-looking path for educators committed to enhancing student learning in these challenging times.
Reported by Suyun Xu
Photographed by Qianyun Xu
Proofread by Wenting Xing, Jinyan Bai
Reviewed by Jia Meng