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Vice Rector for Studies R. Kliukas: "Remote learning and technology give us some flexibility”
2020-10-30
Vice Rector for Studies R. Kliukas: "Remote learning and technology give us some flexibility”
Remote learning offers new opportunities. Access to and creation of interactive content that responds to students' knowledge and behaviour, exercises performed in virtual laboratories, automated counselling services - these are just a few available useful tools the variety of which increases over time. Remote learning not only contributes to the internationalization or modernization of the study content, it is also linked to the quality of studies. We speak to Vilnius Gediminas Technical University (VILNIUS TECH) Vice-Rector for Studies prof. dr. Romualdas Kliukas about opportunities and advantages of remote learning, as well as innovations that await students.
Remote learning at VILNIUS TECH - how did the spring semester go and what changes were implemented?
VILNIUS TECH has gained and accumulated experience in implementing distance learning programs, which have been successfully implemented for more than 20 years. During the quarantine, the transition to remote learning in all study programs did not raise any questions about what technical solutions the academic community had to use. It was decided that the study process would be carried out remotely using the virtual learning environment Moodle and such video conferencing systems as Zoom or Microsoft Teams. The Moodle virtual learning environment has been actively used in the study process by a majority of teachers even before the pandemic, while the Zoom system employed in distance learning programs has proven to be a reliable, user-friendly, and quick-to-master solution. Thus, Zoom application licenses were purchased, instructions for use of the program were prepared, and teachers could find a detailed information on the possibilities provided by Moodle in the course "Moodle Guide" prepared by the E-study group. Still, the main focus was on webinars on the use and possibilities of Moodle and Zoom. In spring, during the two weeks of the transition to remote learning, 25 workshops were organized and they were attended by over 500 teachers. The University succeeded in getting ready for the remote learning process and the study process went smoothly.
How active were students and what was their involvement in the remote learning process?
Initially student involvement in the remote learning process was even higher than the attendance of regular lectures. Everyone needed more time to adapt to the new conditions: to find the necessary equipment, a quiet place for the lecture. Having overcome all technical barriers, students became very proactive. At the end of the quarantine, they even raised an idea to organize more lectures remotely. Teachers were pleased with the active participation of students. The first weeks was the biggest challenge. It was unclear how the IT systems would work due to the significant increase in the number of users. And it has been a great achievement that the whole remote learning process went smoothly, the operation of the systems used ensured quality remote work.
Mr. Kliukas, do you think that VILNIUS TECH will apply the blended learning method in the future as well?
The university has been applying the blended learning method since 2018. Blended learning, when some of the traditional place-based lectures are replaced by remote learning, was started in order to organize the study process more efficiently. Although this approach is suitable for all study cycles, it is more commonly applied to graduate (Master’s degree) programs since the majority of graduate students are employed. It is especially convenient for such students to read part of the teaching materials independently at a time that is appropriate for everyone. The requirements for designing online materials are listed and teachers who want to take advantage of the opportunity to give part of the lectures remotely have to prepare recordings of lectures in advance, upload theoretical materials into Moodle, and design interactive self-assessment tasks. In the future, the university will apply effective blended learning approach even more frequently.
What, in your opinion, are the advantages of remote learning?
It is probably hard to imagine that remote learning could permanently replace the traditional learning methods that we are used to. Hence, a fortiori not every subject, e. g. laboratory work or internship, can be conducted remotely. Probably the biggest questions were about the organization of assessments and the defence of final theses. The Moodle test is not suitable for every exam. For example, other solutions have to be found when assessments relate to drawings, when reviews of works are organized, etc.
After all, remote learning and technology give us some flexibility: remote lectures save travel time to and from university, they can be conducted and listened to from any place convenient for a teacher and a student, recorded lectures can be viewed online at any time. The opportunity to participate in remote lectures is especially relevant for students who are employed, or students with disabilities, or international students who are unable to come to Lithuania for important reasons.
Remote learning at VILNIUS TECH - how did the spring semester go and what changes were implemented?
VILNIUS TECH has gained and accumulated experience in implementing distance learning programs, which have been successfully implemented for more than 20 years. During the quarantine, the transition to remote learning in all study programs did not raise any questions about what technical solutions the academic community had to use. It was decided that the study process would be carried out remotely using the virtual learning environment Moodle and such video conferencing systems as Zoom or Microsoft Teams. The Moodle virtual learning environment has been actively used in the study process by a majority of teachers even before the pandemic, while the Zoom system employed in distance learning programs has proven to be a reliable, user-friendly, and quick-to-master solution. Thus, Zoom application licenses were purchased, instructions for use of the program were prepared, and teachers could find a detailed information on the possibilities provided by Moodle in the course "Moodle Guide" prepared by the E-study group. Still, the main focus was on webinars on the use and possibilities of Moodle and Zoom. In spring, during the two weeks of the transition to remote learning, 25 workshops were organized and they were attended by over 500 teachers. The University succeeded in getting ready for the remote learning process and the study process went smoothly.
How active were students and what was their involvement in the remote learning process?
Initially student involvement in the remote learning process was even higher than the attendance of regular lectures. Everyone needed more time to adapt to the new conditions: to find the necessary equipment, a quiet place for the lecture. Having overcome all technical barriers, students became very proactive. At the end of the quarantine, they even raised an idea to organize more lectures remotely. Teachers were pleased with the active participation of students. The first weeks was the biggest challenge. It was unclear how the IT systems would work due to the significant increase in the number of users. And it has been a great achievement that the whole remote learning process went smoothly, the operation of the systems used ensured quality remote work.
Mr. Kliukas, do you think that VILNIUS TECH will apply the blended learning method in the future as well?
The university has been applying the blended learning method since 2018. Blended learning, when some of the traditional place-based lectures are replaced by remote learning, was started in order to organize the study process more efficiently. Although this approach is suitable for all study cycles, it is more commonly applied to graduate (Master’s degree) programs since the majority of graduate students are employed. It is especially convenient for such students to read part of the teaching materials independently at a time that is appropriate for everyone. The requirements for designing online materials are listed and teachers who want to take advantage of the opportunity to give part of the lectures remotely have to prepare recordings of lectures in advance, upload theoretical materials into Moodle, and design interactive self-assessment tasks. In the future, the university will apply effective blended learning approach even more frequently.
What, in your opinion, are the advantages of remote learning?
It is probably hard to imagine that remote learning could permanently replace the traditional learning methods that we are used to. Hence, a fortiori not every subject, e. g. laboratory work or internship, can be conducted remotely. Probably the biggest questions were about the organization of assessments and the defence of final theses. The Moodle test is not suitable for every exam. For example, other solutions have to be found when assessments relate to drawings, when reviews of works are organized, etc.
After all, remote learning and technology give us some flexibility: remote lectures save travel time to and from university, they can be conducted and listened to from any place convenient for a teacher and a student, recorded lectures can be viewed online at any time. The opportunity to participate in remote lectures is especially relevant for students who are employed, or students with disabilities, or international students who are unable to come to Lithuania for important reasons.
