Online teaching research on college physics by using different teaching tools

Teaching online is a new challenge for every single teacher. Mathematics in particular remains the school subject that requires special teaching tools. This article describes Edgar Dale’s «Cone of experience» and Bruner’s learning approaches for synchronous and asynchronous teaching in Mathematics. It also describes the most important tools that can be used for online teaching in a combination of both formats, asynchronous and synchronous. These teaching methods are described not only in terms of digital tools, but also in terms of Jerome Bruner’s theories on information processing.

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Online Teaching of College Physics with Multi Teaching Methods and Temperature

Science Journal of Education ◽

10.11648/j.sjedu.20210902.11 ◽

2021 ◽

Vol 9 (2) ◽

pp. 27

Author(s):

Yanhua Li ◽

Xinshun Wang

Keyword(s):

Teaching Methods ◽

Online Teaching ◽

College Physics

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Distance Learning Challenges in Translation Teaching: Mediation Competence Development

E3S Web of Conferences ◽

10.1051/e3sconf/202125807078 ◽

2021 ◽

Vol 258 ◽

pp. 07078

Author(s):

Lyudmila Enbaeva ◽

Nina Plastinina

Keyword(s):

Distance Learning ◽

Information Transfer ◽

Online Teaching ◽

Communicative Competence ◽

Focal Point ◽

Competence Development ◽

Online Resources ◽

Teaching Tools ◽

Learning Challenges ◽

Text Simplification

In recent years the COVID pandemic has influenced education significantly. The pace of digital transformation is very fast and requires a change of mindset. Translators or cross-language mediators have to work at the focal point of various information transfer processes. We think that a digital mindset of a future translator can be created by re-contextualising classroom communication reality with online teaching tools that will ensure synchronous and asynchronous studies. The challenges of online resources variety can be responded to by classifying them according to L2 communicative competence and translation competence structural components. Thus the choice of sources can be narrowed down according to specific teaching objectives. The research proposes a classification of online resources for mediation competence development which is a communicative competence component according to CEFR. Classification categories include online teaching tools that can help develop (1) skills of mediating concepts, texts, communication; (2) strategies of explaining new concepts and strategies of text simplification. The classification is used to work out a few sample activities for an L2 course within translation curriculum. It is assumed that the classification and sample activities will help teachers be more flexible facing distance learning challenges in translation teaching.

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