When COVID hit, educational institutions had to reinvent their approaches to learning and teaching in record time. Instructors around the world quickly realized that teaching online would need a different approach if they were going to keep students engaged during such disruptive times. Perhaps even more challenging was catering to adult learners from diverse backgrounds and working professionals pursuing studies after a full day of work.
Like many instructors around the world, Maha Daoud, Certified Human Resource Professional and Area Coordinator of Human Resources Management programs at the McGill School of Continuing Studies, was concerned about losing the personal connection that comes from face-to-face interaction with her students. A virtual learning environment presented clear logistical challenges, but she could also see myriad new possibilities to engage with learners in new ways. When it came to teaching online, Maha went back to the drawing board, rethinking what challenges this new class format would bring and devising creative strategies to tackle them one by one to create the same energetic, friendly, and high-quality instruction she is known for.
We spoke with Maha to learn about the tools and strategies she used to rethink the classroom for digital delivery for adult learners and ensure the best possible experience for students on the path to advancing their skills, careers and lives.
Why did you feel it was important to rethink the way courses are offered when going virtual?
When the pandemic hit and we had to move to a remote environment, I realized that the in-person approach no longer fit the needs of the students for several reasons: many students were tuning into class from different time zones, and some were working full time jobs while taking care of children at home.
What were the some of the main challenges you expected and how did you tackle them?
What changed was the way I had to connect with my students. Before the pandemic, when I used to teach face to face, I would make most of my announcements by email. Last semester, though, when we moved to remote teaching, I tried as much as possible to keep connected. Before each session, I recorded a brief video from my home office space, welcoming them to my home and letting them know that even for myself, the boundaries between personal and professional space have been blurred, so I understand the challenges they are going through. I ask them to have their cameras on, too, to establish a more personal connection instead of just speaking to an empty screen. This initiative helped me build a trustful relationship where collaboration and respect are key components.
Over the last few months, many of my classes coincided with government press conferences: my students would hear about new restrictions or upsetting stories right before class. In order to get them to feel more comfortable and ready to focus on the class content, I would ask them to write down how the felt about the day. After they got their feelings down, we proceeded with the class. I would ask them again how they felt at the end of the session, and most students felt much better afterwards, having been able to focus their minds on something else for a few hours.
What I also initiated is a “judgement free zone.” There are no stupid questions. Everyone has the right to ask questions and many students ask me things in class pertaining to their own professional situations. In our HR courses, we deal with many ethical dilemmas, and students are welcome to bring their real-life situations to the group. If the question is quite complicated, or is not specifically related to class material, I ask them to schedule a one-on-one meeting with me to cover the topic in more depth.
How did you reinvent courses for virtual learning?
I changed the length, format and the timing of my courses. Previously, I would alternate between theory, case studies and group work. For remote learning, though, I adapted the model. Instead of having classes last from 6 p.m. to 9 p.m. on Zoom, I recorded the theoretical content asynchronously so that students could go over these important topics and elements at their own pace.
I also adapted an e-book that comes with many quizzes and videos so that when they read the textbook, they can review their answers simultaneously. The theory is covered at their own pace and when we meet online for a live session, I try as much as possible to make them learn in an interactive setting, so I get them into breakout rooms to discuss a topic or reflection question.
Since many of my students were tuning in from different parts of the world including London, the United Arab Emirates, and Lebanon, I had to be more accommodating to these time zones. What I did for group presentations, for example, is I allowed them to record their parts if they were unable to join us live for that session. For quizzes, I would release them on MyCourses for a week to give them ample time to complete them successfully.
I also implemented case study coaching sessions. Here, students are paired together and one of them acts as a coach and they must mentor each other throughout the semester. These peer case study sessions enabled students to work collaboratively, build trust and build connections between peers.
What else did you do to make sure it was a great experience for students?
I tried as much as possible to make my classes engaging and to be as open with them as possible so they can feel comfortable opening up to me, as well. I tried to help them with any mental health issues they might be dealing with by sharing resources as well as mindfulness tips, to help boost morale. I also made myself available outside of class time if they needed additional support.
What kind of feedback have you received from students on this new approach?
One student told me that this new approach has surpassed her expectations for online learning. Many students took the time to write to me personally to tell me how much they enjoyed this new format, as well as all the virtual activities and appearances by guest speakers.
About Maha Daoud
Maha Daoud is a certified Human Resource Professional with a lot of experience in teaching, advising, consultation and training. She is presently working at McGill School of Continuing studies as a Faculty-Lecturer and area coordinator of HR programs. Her main responsibility consists of updating programs to meet the job market needs. She is also in charge of liaising between instructors, students and the department in order to maintain the academic standards and to help students achieve their professional goals.
Learn more about the McGill School of Continuing Studies’ Human Resources Management programs at mcgill.ca/scs-hr