What Teaching During the Coronavirus Outbreak Has Been Like for Me

​ Shortly before the start of our Chinese New Year holiday at the end of January, news had started to spread about a new virus in Wuhan, China. By the time I actually left the country, virtually everyone was wearing a face mask and activity at all major transportation hubs (railway stations, airports) had basically stalled. For a while, it seemed like we were able to escape the mass hysteria that was beginning to ensue and enjoy nearly three weeks of worry-free traveling around the Philippines.

My travel companion, Jose, and I had been keeping a close tab on the coronavirus situation, and we were warned by my relatives in Hong Kong to stock up on as many face masks and hand sanitizers as we could while we were in the Philippines as they were virtually sold out everywhere in Hong Kong and China. We had originally planned to return to Shanghai on February 16th but had been notified by our principal that the start of physical classes in China had been delayed until at least March 2. At that point, the number of reported infected people had been raising still and we contemplated travelling elsewhere to ride out the situation. The problem was, we had, and still have, no idea how long this situation would last, nor have we been given any sort of certainty as to a specific return date for work.


The streets of Hong Kong seemed emptier than usual.
Jose ended up returning to Suzhou, where we both work and undergoing a 14 day quarantine, which was monitored by the building management. I made a last minute decision to return to Canada. Both our decisions were spurred on by an unfortunate encounter with bed bugs (we suspect), and us having to deal with two very different sets of symptoms that caused us a lot of emotional stress and worry. Luckily for us, we’re on the path to recovery. As far as I know, majority of international teaching staff from our school are taking “extended vacations” (using this term loosely here) in various countries around the world. A few have opted to go back to Canada, some returned to China, and a few never left.

A snapshot of my class WeChat group. As you can see most of the posts are announcements from me, haha!
With all this in mind, teachers, administrators and staff members hustled to get an online instructional plan in place for the start of semester 2, which began on February 19. Our main learning management system is Moodle and it is a platform that our school has been using for a few years. We use Moodle  to communicate information and share resources and lesson materials. Since we are teaching in China, WeChat (the Chinese equivalent to WhatsApp) has also been indispensable as a communication tool, especially since Moodle was unprepared to handle such a high volume of users, or accommodate our rapidly growing storage needs (our brilliant IT team has been able to curb many of these issues since then, but the server still undergoes regular maintenance causing minor disruptions in our workflow).
I know that many teachers and schools express issues with using WeChat as a way to communicate with students, and this was something I had a lot of hesitations with as well, which is why I’ve never created WeChat groups for my classes in the past. Over my last few years though, I’ve quickly realized that it is really the best and fastest way to reach students, and I’ve joined and created WeChat groups for sharing or keeping up to date with school-wide announcements, communicate with course teams or departments in the school, or get in touch with students who are part of extracurriculars I’m running.

WeChat is not just a messaging app, but also has social media features, payment options, and several other utilities built in. In short, WeChat is pretty much woven into the fabric and lifeblood of what living and working in China is like. That said, it is THE number one tool to utilize if you are looking for a stable and reliable method of communicating with people in China. No server issues, no need for a VPN… so while privacy is still a concern, it is now a part of my online instructional plan. (There is an option to limit communications with contacts to “chats” only so you can hide your social media posts).

Students have been learning with a mix of interactive lessons, course notes, formative quizzes, and live sessions.
Moodle is, and remains, the MAIN communication platform for students to access course materials, view links to filmed live sessions, submit assignments…. And so on. A couple of other tools that my colleagues have introduced that I’ve found extremely helpful for my classes include Zoom, an online conferencing tool, and Loom, a video recording software that uploads any videos you make onto a cloud and sharing a video is as simple as copying and pasting a link.

Given that we’ve been fully online with our learning for about two weeks now, we’re addressing minor hiccups as we go, adjusting the pacing of our lessons, and working on finding authentic ways to assess student learning. We’re thinking about how to troubleshoot potential issues with academic honesty and ways to get an accurate and holistic picture of how our students are learning. The biggest unknown at the moment is when we will be back in the classroom, and how the coronavirus situation will pan out… Guess we’ll just have to wait and see.  ​​

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