The Digitalization of the University in 10 Days

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Insights into the transition from face-to-face to digital teaching

The International School of Management (ISM) is online. 200 courses take place in virtual space every day. That equates to up to 350,000 minutes of online teaching.

For the ISM, this is basically a transition from zero to one hundred, as the private university otherwise relies on presence and personal contact with students. Prof. Dr. Johannes Moskaliuk explains how the change was made within just a few days. The qualified psychologist is a university lecturer at the ISM and heads the "ISM Online" project.

Face-to-face lectures and online lectures are two different things. What measures were taken to prepare the teachers? We showed in detailed training courses how the virtual classrooms work and what is possible.

The feedback from teachers shows that feeling confident in using the technology is a prerequisite for successful online teaching. We also advised teachers on what is important from a didactic perspective.



What is important to turn a good face-to-face event into a good online lecture?
One experience: Good classroom teaching is the prerequisite for good online teaching. Anyone who has already incorporated interactive and cooperative elements into their own lectures can implement many things directly online.

An example: The students have 15 minutes to discuss their prior knowledge on saudi arabia gambling data a topic in a small group and then briefly present it to the plenary. This can be easily done digitally. Simply holding a 90-minute lecture one-on-one online will not work.

Rather, it is about combining different didactic settings: lectures by the lecturer, group work in changing group sizes and compositions, question and discussion sessions, lectures by the students or working together on texts.



How do you bring interaction into online lectures?
This is possible, for example, with simple voting tools. The lecturer asks a question and the students respond either with pre-written answers or with free text. The results can then be displayed graphically and can be used by the lecturer.

Another example: A lecturer worked with the students in a virtual space on a mind map in order to sort the newly learned knowledge at the end of the lecture and identify any remaining questions.