Internet learning does not disappear. In fact, it grows. Although some students and teachers may have to be on Internet recommendations on Gov -19, we agree with the experience we agree with the lack of online training (ie FTF], where in which education you can get amazing access where you can be Accessible access to higher education.
In addition, we argue that communication in the Internet environment and looking at the lessons learned during great Internet education during infection, we can promote a method that can improve learning experience.
First, we see that students and educators have more opportunities for full needs (such as flexibility, technical costs). In response to the challenges and disorders of daily life and responsibilities (for example, care for characters, desktops, good), an online program provides students with greater independence and flexibility, which is a way to learn knowledge. Provides students.
For example, offer options such as the exchange of technologies for the use of a possible class, which allows flexible dates and the ability to improve content and tasks, or how to present the content – the ability to adjust the learning process for students speeds of coach and purchases. Although the teacher requires time and planning, students appreciated the flexibility and accessibility of the content.
Second, we see critics of e-learning who argue that communication is difficult to achieve and that learning in this space is impersonal. In this particular case, we know that climate and relationship are critical, as many students feel alienated, unmotivated and disconnected from their peers and teachers after transitioning to online learning (Unger & Meiran, 2020). But it doesn’t have to be like that.
When accredited online master courses are clearly developed, homogeneous and organized, students advise to collaborate and communicate with each other and the coach is involved, supported and understands that students feel positive.
In addition, online universities in UAE can coordinate unofficial checks during the semester to provide at least one average meeting with students (for example, separately and/or content, in project groups to discuss tasks) to see how everything is in education and personally), and provide other students to communicate and communicate outside discussions (such as small chaotic meetings).
Third, we know that the development of these feelings requires time and planning, especially to prevent violations (such as Valtilate & Cafeman, 2018, 2021) to need information and audiences to succeed.
On the front of the coaches must participate in continuous and support calls (for example, to send notifications in the form of “class”, accurate reviews of the personal level of students and the overall level of class, with refreshing videos, especially developed for this course and students. Internet) ensures the success of students by giving students for effective communication (for example, 2021).
COVID-19 has taught us the added importance of recognizing the social context and individual circumstances of each student’s experience. We believe that the online classroom is well suited for this, although research is needed to explore these processes in more depth.
Finally, the communication work we provide not only benefits our students but also enhances our teaching experience. However, we argue that there may be additional dimensions to the climate construct (eg, empathy, caring) that future research can further elucidate in its impact on student learning.
Finally, we see countless opportunities for educational communication researchers to explore and discuss the role of communication in online learning. Indeed, existing interdisciplinary work laid the foundation for our understanding of the role and importance of communication in this space and created a clear space for the contribution of our department to national and international conversations. Also, they incorporated this into courses of learners who are pursuing master’s in communication in UAE and Dubai.
Existing scholarship and the recent shared experience of a global pandemic highlight opportunities for research as challenges, access and technologies evolve. For example, we see how new technologies (as a virtual reality) study how to mature in our online classes.
Together, we will never say that online training is suitable for all students, teachers or curricula (in fact, personal and environmental consequences of rich research opportunities), but this is an empire that deserves its insurmountable identity and attention. All of these benefits and challenges.
Finally, we believe that educational leaders and researchers should explore the potential of online education per se, rather than imposing research-based assumptions on FtF classrooms, to improve student learning experiences. In doing so, we not only grow as teachers and our students as learners, but also continue to emphasize the importance of our discipline and our work.