During the first quarter of
2020, Corona Virus (also known as COVID-19), a virus that spread rapidly
throughout the globe began to migrate from country to country, The impact of
COVID-19 required
swift changes implemented by individuals and organizations such as state and
federal government
entities, small businesses to large conglomerates, and educational systems at
all levels from
elementary schools to universities to survive and combat the virus. Educational
systems, like other
entities minimized face to face interaction as practicing social distance is
one of the criteria to “flatten
the curve” and slow down the COVID-19 community spread. Thus, communicating
online via video
chat apps such as Zoom, Microsoft Teams, and Google Hangouts have become more
popular as
viable approaches to foster communication virtually with others. Thus, the new
normal for many
educators at universities around the globe required revamping their course
curriculum and delivery as
migrating from in-class courses to online courses has become necessary, during
the COVID-19
pandemic. Educators often struggle with delivering top-notch online courses
that create a climate for a
fulfilling classroom experience, provide content that translates into immediate
action and application,
and blends relevance, rigor and a personal touch to the classroom setting.
Based on research studies
of human intelligence also known as multiple intelligences by cognitive
scientist Howard Gardner, and
secondary sources focused on functions of management, the art and science of
using technology and
multiple intelligence practices to deliver leading edge online classroom education
during the COVID-
19 pandemic is examined. Furthermore, this empirical study through a lens of
instructing and
observing as a teacher and administrator, over 80 online courses comprised of
learners seeking
undergraduate, graduate and doctoral degrees during 18 years at public and
private universities,
explores a myriad of implications resulting from using technologies to deliver
stellar online classroom
education to include: (a) human psychology, (b) medium, (c) information, and
(d) instructional design.
The article concludes with a perspective on the challenges and opportunities of
using technologies to
deliver leading edge online classroom education. The content can be used to
assist current and future
educators with developing or strengthening the online classroom using
technologies and incorporating
multiple intelligence practices for a more fulfilling classroom experience.
Author (s) Details
Dr. Stefanie D. Wilson
University of Hawaiʻi – West Oʻahu, USA.
View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/223
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