In this pandemic area, the massive use of technology has significantly transformed the learning and teaching environment. Some online learning supporters claim that those technologies can potentially eliminate the barriers and provide a flexible, effective, and convenient learning environment, when compared with the traditional face to face class experience, might benefit less from that. (Hackbarth, 1996; Harasim, 1990; Kiser, 1999; Matthews, 1999; Swan et al., 2000)

The advantage of online learning is obvious, so I would like to discuss its drawbacks more. Although the government of BC requires schools to switch the traditional face to face class into an online platform, it could be difficult for many instructors and students to accommodate this mandate. (Pawlina, 2006; Hung & Yuen, 2010) have shown that prerequisites are among the critical dimensions of professional performance in online learning, which is technical skills, cognitive skills, search skills, and translation skill. Moreover, Online teaching might not effectively be functioning in every course. Some educational programs may simply not fit into an online setting (e.g., medical, physical education). Some instructors of certain areas should consider that the online environment may have different effects on student learning in different courses.

From my online learning experiences, I feel a strong sense of lack of presence. I don’t have a feeling of security and positive attitude, which against the term of “Educational well-being.” it aims at the sense of security, and a positive attitude can optimize the effective learning environment(Sandholtz, 1997; Carril, Sanmamed & Selles, 2013). What is more, I might feel uncertain about my academic achievement, so is necessary to provide useful feedback to student, apply appropriate assessment methods and create more interaction opportunities.

There still a long way to go to fully apply and commit to online learning. This pandemic provides teachers and students with a chance to explore as many new learning technologies as possible.

References

Hackbarth, S. (1996). The educational technology handbook: A comprehensive guide. Englewood Cliffs, NJ: Educational Technology Publication.

Pawlina, W. (2006). Professionalism and anatomy: How do these two terms define our role? Clinical anatomy, 19(5), 391-392.

Sandholtz, J. H. (1997). Teaching with technology: Creating student-centered classrooms. Teachers College Press, Teachers College, Columbia University, 1234 Amsterdam Ave., New York, NY 10027.