(Feature Source: Maya Spaulding)

In light of the recent Omicron-motivated lockdowns, the change over to remote teaching from in-person instruction has been an unforeseen circumstance for many teachers currently based in Shanghai, for which they had to adjust accordingly. Gottfried Haider, an IMA professor, said “[No] two classes are alike, and many have their unique challenges translating to remote instruction.”

The greatest obstacle is the lack of readily-available resources. In musical instrument instruction, where proper equipment and ample practice room are vital, alternate lesson plans have come into effect. For pianist and Arts Professor Meiling Chen, where there is an absence of practice pianos for students, there instead exists an opportunity for students to “do some research on the pieces they are learning in terms of the historical background of the compositions and composers.” Her hope is that her students will gain a deeper conceptual understanding of pieces they were memorizing.

It is also difficult for teachers to give precise feedback on student performance if their mode of observation is impaired. Haider finds that he is hindered by the “inability to quickly stroll through the classroom… correct any errors, and get everyone to a similar point.” These limitations of the digital medium is an issue that also affects Chen’s teaching—she finds she cannot “hear more dimensions in [the students’] playings” due to an unstable internet connection.

There are some benefits, however, to remote teaching. According to Haider, “It slightly favors one-on-one meetings and conversations with students, which I think is a great way… to guide and motivate them in their learning.” Chen stated, “I’m very impressed with how dedicated students are in the remote learning process...”As professors adapt their lesson plans for a different environment, students have likewise been taking them in stride in a way that is heartening to their professors.