University of Cambridge Asian, Middle Eastern and Persian Studies during the Pandemic

Autor/in	Ghaffari, Mahbod
Titel	University of Cambridge Asian, Middle Eastern and Persian Studies during the Pandemic
Quelle	(2021), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ghaffari, Mahbod)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Universities; Online Courses; Teaching Methods; Distance Education; Middle Eastern Studies; Foreign Countries; COVID-19; Pandemics; College Faculty; Second Language Learning; Second Language Instruction; Indo European Languages; Instructional Leadership; Language Teachers; Educational Change; Asian Studies; Departments; Computer Mediated Communication; Teacher Attitudes; Videoconferencing; Barriers; Student Attitudes; Undergraduate Students; United Kingdom (Cambridge) + Suchen Sie Ihr Suchwort? University; Universität; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Ausland; Fakultät; Zweitsprachenerwerb; Fremdsprachenunterricht; Indoeuropäisch; Instruction; Leadership; Bildung; Erziehung; Führung; Language teacher; Sprachunterricht; Bildungsreform; Asia; Studies; Asienwissenschaft; Department; Abteilung; Computerkonferenz; Lehrerverhalten; Schülerverhalten
Abstract	This case study will focus on the COVID-19 lecturers' experience in the Faculty of Asian and Middle Eastern Studies (FAMES) at the University of Cambridge. After a brief background about how the academic year works in the University of Cambridge and an introduction about the situation after the outbreak of COVID-19 in the UK, the author will discuss about the measures taken by the faculty and the way the teaching was conducted in the FAMES in general and Persian language courses in particular. Then, the challenges and problems regarding online teaching in Department of Middle Eastern Studies (DMES) will be highlighted. Finally, a short explanation about the way the examination and assessment were handled in the faculty will be provided. The findings show excellent management and steady leadership turned the classic classroom-based teaching to remote and online teaching. Also, professional collaboration and performance of lecturers along with the ongoing technical and training support were the main factors to go through the critical phase of the pandemic's impact successfully. It seems that the language teachers have gained valuable experience and skills in teaching languages differently, which can be deployed in future post pandemic situations. [For the complete volume, "The World Universities' Response to COVID-19: Remote Online Language Teaching," see ED614006.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01