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The Transnational Online Pivot: A Case Study Exploring Online Delivery in China

Poster delivered with Pip McDonald at the UEL Learning and Teaching Symposium 2020, Thursday 17th September

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The Transnational Online Pivot: A Case Study Exploring Online Delivery in China

  1. 1. The Transnational Online Pivot: A Case Study Exploring Online Delivery in China. Marieke Guy, Digital Learning Manager, & Pip McDonald, Learning Technologist at Royal Agricultural University (RAU) What type of approaches What worked well in the did you use to engage interactive sessions? students in interactive sessions? Rank the main challenges you faced as part of the project Would you find peer review helpful? Please describe any feedback obtained from the students about interactive sessions How did you approach assessment How can we improve & feedback in the interactive sessions? Panopto & interactive sessions? Select tools on which would like training & best format Do you think the ‘transnational online pivot’ was different to online teaching in a normal transnational context? Explain why/why not? Describe how you felt adapting your lectures for Panopto? What types of learning occurred Which learning tools were during the interactive sessions? easier to use? Language barrier Better served by shorter lectures Technically very straightforward Time consuming Apprehension & isolation Hard to tell if engaged Conversion instructions clear As part of a longstanding partnership between the Royal Agricultural University (RAU) and Shandong Agriculture University (SDAU) academic staff travel to China to deliver teaching to students in a face to face classroom setting. Due to the global pandemic content was delivered in an online capacity - a transnational ‘online pivot’. Lecturers pre-recorded their lecture content using Panopto by adding recorded audio to PowerPoint presentations and supported this content with interactive sessions using Zoom. Whilst one of the benefits of online delivery is the opportunity to overcome “…geographical access limitations…” (McBurnie & Ziguras, 2007: p26), it also presents challenges. Mixed method research has been argued to encourage us “…to not only look at the world in different ways but to share those multiple, different views in making sense of the world…” (Cohen, Manion & Morrison, 2018: pp31-32). Perhaps we will not achieve the ‘Habermasian Public Sphere’ (Schneider, 2018 in Fei, 2020) Bibliography Cohen, L., Manion, L., & Morrison, K, (2018) Research Methods in Education (8th ed) (Oxon: Routledge) McBurnie, G & Ziguras, C 2007 Transnational Education Issues and trends in offshore higher education (Oxon: Routledge) Fei, Y (2020) Managing 'Digital CHina' During the Covid-19 Pandemic: Nationalist Stmiulation and its Backlash in Postdigital Science and Education (Online) Available at: https://link.springer.com/article/10.1007/s42438- 020-00181-w [Accessed: 14th September 2020] Shandong University Zoom session with colleagues from Shandong University Getting delivery timings right

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Poster delivered with Pip McDonald at the UEL Learning and Teaching Symposium 2020, Thursday 17th September

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