Leading, Established or Upcoming faculties/Centers in main metros as well as in smaller cities are keen to extend their reach beyond their classrooms. They are aware that their area of influence extends far beyond their local catchment. Students come to study from them not only from local area, but also from neighboring towns, districts, tehsils and villages. In any case they are confident that their teaching quality and content is far superior to that available to the large multitudes of students of the outlying areas. They know that while students could be desirous of their tuition, issues of cost, distance and domicile holds those students back. They are aware that cost of lodging and boarding at their local area is twice as much the tuition fee itself, so the overall cost incurred is quite high. If these faculties could establish a presence in the outlying areas, they surely will be preferred to local faculties, and students will end up incurring much lower overall cost than what they would have incurred if they travelled or domiciled to their local area.
One of the ways in which these faculties can give them the same quality and output is through an Interactive Tele Education Network.
Faculties can teach from existing classrooms or can set up cost-effective dedicated studios. Several Faculties can band together and create a tremendous value proposition for each other. Being local, they can periodically visit and guide students personally or students can visit them for required hand holding.
A Interactive Tele Education Network means low cost to them, and low cost to students, with the same or enhanced quality and a win-win proposition for all.
While amply apparent, it is pertinent to mention the key coaching domains:
- National and State Civil services,
- Bank PO, SSC, SSB, and related govt one-day exams
- CTET, State TET
- Chartered Accountancy/ Company Secretary/ Chartered Management Accountancy coaching
- NEET UG coaching
- NEET PG coaching
- IIT Mains and JEE coaching
- GATE/IES coaching
- SSC-JE and related coaching
- Engineering curriculum prep
- CBSE/School subject coaching
2WayLive can serve Teachers in main metros as well as those in smaller cities with equal ease. You could set up a dedicated teaching studio or teach from your live physical class. Teaching from a Studio is the preferred choice to focus undivided attention on to the remote audience. Should time or space be a constraint, Faculty may teach their physical and virtual class in the same session. Special care, preparation and instructional planning would be required should you plan to combine the two class-audience, otherwise outreach students could feel neglected and relegated to the role of just on-lookers instead of fully engaged participation.
A key issue in tele-education is the transactional distance between the Teacher and the Taught. Transactional distance/dissonance normally arise owing to
- latency or delay of more than half a second between speaker and listener, when interacting
- Unavailability of on-demand, real time and reliable bi-directional communication.
- Teacher not knowing or not able to track the presence or absence of students in various classrooms
- Teacher not being able to recognize and address individual students or spot the reactions of individual students in real time,
- Teacher not being able to hear the reactions and conversation among the students
- Not able to pose on-the-spot questions and get some sort of response or acknowledgement
- Not able to pose a structured assessment, get responses and present a real-time analysis to uncover individual and collective learning gaps.
- Not providing a remedial path to each student on apparent learning gaps
A successful instructional strategy addresses all or most of the above issues.
2WayLive features and functionalities mitigate most of the above transactional obstacles and can help the Teacher achieve their instructional goals successfully.
2WayLive is also very well suited to advanced pedagogies like the Flipped Class Model or FCM. The FCM is typically implemented for mature audience where the precious faculty time is optimally utilized in doubt clearing, identifying and addressing common and specific misconceptions, streamlining understanding, experience sharing, motivation and orientation of the students, rather than bare course coverage.
Many advanced universities increasingly use the flipped class model. Here the content lectures are provided to the student beforehand. Students are required to go through the lessons in as much detail and take as much time as each one of them requires individually so that all of them achieve the minimum desired level of conceptual and application-level understanding. They undergo formative assessments which helps them understand their level of comprehension and are presented with additional or diverse learning resources for remediation. In the class, the Faculty administers one or more assessments, and based on the apparent and felt degree of difficulty weaves the instruction forward. In a Single assessment model, the faculty will progressively take up the most ‘difficult’ questions and engage with the students to lead them towards the desired understanding. In a linked/multiple assessment model, the Faculty could follow up the topical analysis with another assessment and analysis thereof towards the end of the session, ensuring that almost all misconceptions/doubts are taken care of before the class moves to successive topics. The Faculty could follow up the class with a Post-class assessment, readings, workshop, higher-order thinking/application exercises to move students to higher levels of understanding.
Flipped class model recognizes that most students study at their own pace, so a detailed, structured and curated pre-class content will provide them with the required knowledge. Further, the model recognizes that the best utilization of precious Faculty time is not to keep repeating the content in session after session, year on year, but in identifying, unravelling and addressing student misconceptions and doubts at the initial/formative stage itself, and thereafter guiding and hand holding the students to comprehend the minutiae of the subject. The model is a response to the explosion of new knowledge in today’s information age and that the students are required to read, assimilate and retain increasing amounts of information to achieve required competence. Old methods of teaching, learning will fail to keep up with the emerging pace, and de-novo instructional strategies are required.