[Teach311 + COVID-19] Collective
a teaching resource for scholars and educators
![[Teach311 + COVID-19] Collective](https://blogs.ntu.edu.sg/teach311/files/2020/04/Banner.jpg)
In the months following the outbreak of COVID-19, schools and universities in China faced the temporary closure of their campuses. In January and February, teaching was carried out in asynchronous methods under new conditions that are now being experienced all
在新冠肺炎疫情期間，中國的學校和大學相繼臨時關閉。於是學校為應對此種情況，開始以異步教學的方式進行線上教學，而這一方法現
在新冠肺炎疫情期间，中国的学校和大学相继临时关闭。于是学校为应对这种情况，开始以异步教学的方式进行教学，而这一方法现
質問１）現在の発展または問題を、戦後および現代日本におけるジェンダーと社会運動の研究者として、どのようにを分析できるでしょうか。
In the months following the outbreak of COVID-19, schools and universities in China faced the temporary closure of their campuses. In January and February, teaching was carried out in asynchronous methods under new conditions that are now being experienced all
In the months following the outbreak of COVID-19, schools and universities in China faced the temporary closure of their campuses. In January and February, teaching was carried out in asynchronous methods under new conditions that are now being experienced all
In the months following the outbreak of COVID-19, schools and universities in China faced the temporary closure of their campuses. In January and February, teaching was carried out in asynchronous methods under new conditions that are now being experienced all
Teaching with 3.11 in the Present Aleksandra Kobiljski Editors’ Note: The current global health crisis has called us to reflect upon the role of digital pedagogical tools for facilitating empathetic learning about disasters in history. Our ability to create new
