During the COVID-19 pandemic, authorities worldwide implemented the closure either countrywide or localized of schools affecting 91.3% of the world’s student population¹. As of April 1 2020, 194 countries had ordered national education institution closures. Faculty members were left with the choice of synchronous or asynchronous online delivery or a mix of the two modes.

在COVID-19大流行期间，全世界的当局都在全国或本地关闭了影响91.3％世界学生人口的学校 ¹。 截至2020年4月1日，有194个国家下令关闭国家教育机构。 教职工可以选择同步或异步在线授课，也可以选择两种模式的混合。

The boom of videoconference platforms such as Zoom, Google Hangouts, and Microsoft Teams suggests that synchronous delivery has been favored over asynchronous delivery. This trend can also be explained by the short time frame under which the shift from face-to-face to online teaching was expected to happen.

诸如Zoom，Google Hangouts和Microsoft Teams之类的视频会议平台的兴起表明，与异步传递相比，同步传递更受青睐。 这种趋势也可以用较短的时间框架来解释，在这种情况下，预计将发生从面对面到在线教学的转变。

Now that schools are on the brink of reopening, a question remains for all instructors:

既然学校处于重新开放的边缘，所有教师的问题仍然存在：

Is synchronous online teaching adequate only in situations of emergency and crisis or is it here to stay?

同步在线教学仅在紧急情况和危机情况下是否足够？

Videoconference platforms such as Zoom have brought improvements in the way classes are delivered that, to some of us, it will be hard to live without or to transpose in physical classroom setting.

像Zoom这样的视频会议平台带来了课堂授课方式的改进，对于我们中的某些人来说，如果没有或在物理教室环境中进行转换，将很难生存。

为什么要通过异步传递进行同步？ (Why Synchronous over Asynchronous Delivery?)

In the synchronous mode, delivery is fully live and interactive and involves the use of a videoconference software. Recordings of online classes can be made available for students who cannot attend live transmissions due to time zone differences for instance.

在同步模式下，交付是完全实时和交互的，并且涉及视频会议软件的使用。 例如，由于时区不同而无法参加现场直播的学生可以使用在线课程的记录。

Asynchronous delivery relies on course materials prepared ahead and made available for students to access on their own time, during a time frame set by the instructors. Such materials include videos, recorded lectures, or discussion boards.

异步授课依赖于事先准备的课程资料，并在讲师设定的时间范围内让学生自己访问。 这些材料包括视频，录制的讲座或讨论区。

Synchronous delivery presents the advantages of instant feedback from instructors and fellow learners. It also provides students a regular schedule and a sense of community. However, the limitation of synchronous instruction is equity in access to computers and reliable Internet access. It also requires students to feel comfortable about sharing their surrounding environment on camera. It may also not address individual preferences if instructors and students are scattered across different time zones.

同步交付具有来自教师和学习者即时反馈的优势。 它还为学生提供了定期的日程安排和社区意识。 但是，同步指令的局限性在于公平访问计算机和可靠的Internet访问。 它还要求学生在相机上分享周围的环境时要感到自在。 如果教师和学生分散在不同时区，也可能无法解决个人的偏爱。

At the other end, asynchronous delivery comes with the challenge of creating engaging content and ensuring student offline engagement.

另一方面，异步交付带来了创建引人入胜的内容并确保学生离线参与的挑战。

在线教学设置 (Online Teaching Setup)

The basic setup required for synchronous teaching consists of a computer either a laptop or an all-in-one computer connected to the Internet using an Ethernet cable, WiFi, or to some extent 4G/LTE.

同步教学所需的基本设置包括一台笔记本电脑或一台通过以太网电缆，WiFi或某种程度上的4G / LTE连接到Internet的多合一计算机。

Though most modern computers come with integrated webcams, microphones, and speakers, each of these internal peripherals can be replaced or supplemented by external ones. Upgrading to external peripherals allows for different setups, each helping improve teaching delivery.

尽管大多数现代计算机都配备了集成的网络摄像头，麦克风和扬声器，但是每个内部外围设备都可以由外部设备代替或补充。 升级到外部外围设备可实现不同的设置，每一个都有助于提高教学质量。

画中画效果 (Picture-in-picture Effect)

An external usb-connected webcam or a camera pointing downwards, on top of a desk can be used for paper-based teaching. This webcam will show the instructor’s hand writing notes on paper. When used in complement of the computer’s internal camera, the video captured by the external camera can be used to create a picture-in-picture layout where the notes are shown in a thumbnail playing over the main window, showing the instructor talking on the main camera.

台式顶部的外部USB连接网络摄像头或指向下方的摄像头可用于基于纸张的教学。 该网络摄像头将显示教师在纸上的手写笔记。 当与计算机的内置摄像头配合使用时，外接摄像头捕获的视频可用于创建画中画布局，其中注释以缩略图形式显示在主窗口上，显示讲师在主屏幕上讲话相机。

A similar effect can be obtained by replacing the external camera with a drawing tablet, not to be confused with a computer tablet, which can be used as a virtual whiteboard. The drawing tablet can be used as an input device that enables the presenter to hand-draw images and graphics or to annotate a document with a stylus.

通过用绘图板代替外接摄像机(不要与可用作虚拟白板的计算机板混淆)，可以获得类似的效果。 绘图板可用作输入设备，使演示者可以手绘图像和图形或使用手写笔注释文档。

虚拟白板 (Virtual Whiteboard)

Videoconference softwares allow for screen sharing from a tablet connected wirelessly or via cable to the main device. Coupled to a digital pen, the tablet can be used as a digital whiteboard or to show and annotate presentation slides. This way, the main purpose of the computer is to run the videoconference software. Such setup can improve the monitoring of participants’ feedback.

视频会议软件允许从通过无线方式或通过电缆连接到主设备的平板电脑共享屏幕。 数位板耦合到数字笔后，可以用作数字白板或显示和注释演示幻灯片。 这样，计算机的主要目的是运行视频会议软件。 这样的设置可以改善对参与者反馈的监视。

双显示器显示 (Dual Monitor Display)

Instead of screen mirroring, an exterior monitor can be configured to show the shared content while the main monitor displays the list of participants or the participant thumbnail videos arranged in a grid layout. Such setup can improve monitoring of the participants including their nonverbal feedback.

代替屏幕镜像，外部监视器可以配置为显示共享内容，而主监视器显示以网格布局排列的参与者列表或参与者缩略图视频。 这样的设置可以改善对参与者的监视，包括他们的非语言反馈。

电视会议平台 (Videoconference Platform)

Zoom is a tech company that provides videotelephony and online chat services through a cloud-based peer-to-peer software platform launched in January 2013. Their platform is designed for teleconferencing, distance education, and social relations.

Zoom是一家技术公司，该公司通过2013年1月启动的基于云的对等软件平台提供视频电话和在线聊天服务。他们的平台旨在用于电话会议，远程教育和社会关系。

During the COVID-19 pandemic, Zoom established itself as one of the world leaders in the business of videoconferencing. It saw a major spike in the usage of their platform: As for April 1, Zoom added 2.22 million monthly active users, while in 2019 it added 1.99 million². At that time, their platform was used by 90,000 schools in 20 countries and its usage increased by 67% between January and mid-March 2020³.

在COVID-19大流行期间，Zoom成为视频会议业务的全球领导者之一。 该平台的使用率出现了大幅增长：截至4月1日，Zoom每月增加222万活跃用户，而在2019年则增加199万²。 当时，他们的平台已在20个国家/地区的90,000所学校中使用，并且在2020年1月至3月中之间的使用率增长了67％。

缩放应用程序窗口 (Zoom Application Window)

User is presented with a main window surrounded by a control bar across the bottom, the participant panel, and the chat panel. In gallery view, the main window shows the video thumbnails of all participants equally-sized and arranged in a grid layout. In active speaker view, the main window shows the video of the active speaker while the videos of other participants are shown in thumbnails below the active speaker’s video. In screen sharing, the video thumbnails of all participants move to a free-floating video panel.

向用户显示一个主窗口，该窗口由底部的控件栏，参与者面板和聊天面板围绕。 在图库视图中，主窗口显示所有参与者的视频缩略图，其大小均等并排列为网格布局。 在活动发言者视图中，主窗口显示活动发言者的视频，而其他参与者的视频以活动发言者的视频下方的缩略图显示。 在屏幕共享中，所有参与者的视频缩略图都将移动到自由浮动的视频面板中。

The control bar contains the following clickable icons:

控制栏包含以下可单击的图标：

• Mute: control user audio output.
  静音：控制用户音频输出。
• Start Video: control user video output.
  启动视频：控制用户视频输出。
• Participants: display the participant panel.
  参与者：显示参与者面板。
• Chat: show the chat panel.
  聊天：显示聊天面板。
• Share Screen: share user desktop or specific app window.
  共享屏幕：共享用户桌面或特定的应用程序窗口。
• Record: start recording the meeting locally or in Zoom’s cloud.
  记录：开始在本地或Zoom的云中记录会议。
• Reactions: select one of two emojis.
  React：选择两个表情符号之一。

参与者的控制和反馈 (Participants’ Controls and Feedback)

Zoom provides different levels of feedback to meeting participants. Zoom’s feedback features can be classified depending on whether the feedback is visual, verbal, textual, or click-based. Each feature can be used to serve different purposes during online classes depending on the type of class.

缩放为会议参与者提供不同级别的反馈。 可以根据反馈是基于视觉，语言，文本还是基于单击来对Zoom的反馈功能进行分类。 根据课程的类型，在线课程期间，每种功能均可用于不同的目的。

言语反馈 (Verbal Feedback)

When scheduling a meeting, the host can mute all participants upon entry. Once in meeting, participants can unmute their audio or be requested to do so individually by the host. The host can also mute all or individual participants. By default, participants to Zoom webinars are view-only attendees. Combined to nonverbal feedback, verbal feedback recreates common in-classroom interaction patterns such as the “raise hand to speak” implicit rule.

安排会议时，主持人可以使所有与会者静音。 会议结束后，与会者可以取消音频静音，也可以由主持人单独取消静音。 主持人还可以使所有或单个参与者静音。 默认情况下，Zoom网络研讨会的参与者是仅供查看的参与者。 结合非言语反馈，言语反馈会重新创建常见的课堂互动模式，例如“举手说话”的内隐规则。

视觉反馈 (Visual Feedback)

Visual feedback refers to any feedback received from students without any interruption. These features come in handy especially in large class meetings. They allow instructors to receive quick feedback while avoiding participants talking over one another.

视觉反馈是指从学生那里收到的任何反馈而不会受到干扰。 这些功能特别在大型会议中派上用场。 它们使讲师能够快速收到反馈，同时避免参与者彼此交谈。

Video sharing. When scheduling a meeting, the host can let participants join with their video off upon entry. Once in meeting, participants can start or stop their video or be asked to do so by the host. By default, participants to Zoom webinars are listen-only mode and cannot share their video.

视频共享。 安排会议时，主持人可以让参与者在进入会议时关闭视频。 会议结束后，参与者可以开始或停止他们的视频，也可以由主持人要求这样做。 默认情况下，Zoom网络研讨会的参与者为仅收听模式，无法共享他们的视频。

Screen sharing.In a Zoom meeting, the host and the participants if enabled by the host can share their screen. During a lecture, screen sharing should be enabled only for the host. Presentations shared in slide show view can be shared either in full screen or in a window. The latter allows the presenter to keep other meeting features on screen, including the video panel, the participant panel, or the chat panel. Presentations can also be showed in presenter view but this requires a dual monitor setup with one monitor showing the slide show and the presenter’s notes in the second. Screen sharing can be enabled for participants when scheduling office hour meetings, tutorials, or labs in case the instructor needs to view students’ screen to better address their questions. Host and participants can share either the entire desktop, a portion of the screen, the window of a specific application. They can also share the screen of a smartphone or tablet and the video captured by a secondary camera, either stand-alone or embedded in a smartphone or tablet.

屏幕共享。 在Zoom会议中，主持人和与会者(如果主持人启用)可以共享他们的屏幕。 在演讲期间，仅应为主持人启用屏幕共享。 可以在全屏或窗口中共享在幻灯片视图视图中共享的演示文稿。 后者使演示者可以在屏幕上保留其他会议功能，包括视频面板，参与者面板或聊天面板。 演示文稿也可以在主持人视图中显示，但这需要双监视器设置，其中一个监视器在第二个中显示幻灯片放映和演示者的注释。 在安排办公时间会议，教程或实验室时，可以为参与者启用屏幕共享，以防教师需要查看学生的屏幕以更好地解决他们的问题。 主持人和参与者可以共享整个桌面，屏幕的一部分，特定应用程序的窗口。 他们还可以共享智能手机或平板电脑的屏幕以及辅助相机捕获的视频，这些摄像头可以独立运行，也可以嵌入在智能手机或平板电脑中。

Screen annotation. The host and participants if enabled by the host can annotate the content shared on the screen. The annotation tools include text, draw (lines, arrows, and shapes), stamp (icons like a check mark or a star), spotlight (presenter’s mouse pointer is displayed within the area being shared to help point out parts of the screen). The host can save the screen with all annotations which will be captured as screenshot images.

屏幕注释。 主持人和参与者(如果由主持人启用)可以注释屏幕上共享的内容。 注释工具包括文本，绘图(线条，箭头和形状)，图章(如复选标记或星形的图标)，聚光灯(演示者的鼠标指针显示在共享区域内，以帮助指出屏幕的一部分)。 主机可以保存带有所有注释的屏幕，这些注释将被捕获为屏幕截图图像。

In-meeting reactions.During a meeting, a participant can give visual feedback by sending a thumbs up (?) or a clapping (?) emoji that will be shown for 5 seconds in the participant video thumbnail. This feature allows instructors to keep students engaged or draw their attention at specific moments of the class. Instructors can also solicit students’ feedback to monitor their attention or understanding by asking checkpoint dual-choice questions.

会议中的React。 在会议期间，参与者可以通过发送大拇指(a)或鼓掌(?)表情符号来提供视觉反馈，这些表情将在参与者视频缩略图中显示5秒钟。 此功能使教师可以在课堂上的特定时刻保持学生的参与度或吸引他们的注意力。 教师还可以通过询问检查站双重选择问题来征询学生的反馈意见，以监控他们的注意力或理解。

In-meeting icons.Zoom provides participants with a less intrusive way to give their feedback. Participants can select through a list of icons to express different types of unsolicited or solicited feedback. The list of available icons goes as follow:

会议中的图标。 缩放为参与者提供了一种较少干扰的方式来提供反馈。 参与者可以通过图标列表进行选择，以表达不同类型的未经请求或请求的反馈。 可用图标的列表如下：

• Solicited: Yes, No, Agree, Disagree, Thumbs up, Thumbs down.

  请求：是，否，同意，不同意，竖起大拇指，竖起大拇指。

• Unsolicited: Raise Hand, Go Slower, Go Faster, Applause, Coffee, Clock.

  不请自来：举手，变慢，变快，掌声，咖啡，时钟。

Participants can use the unsolicited icons without being prompted or asked by the host. Once clicked, the icon will be shown in the participant panel next to their name. Icons can be removed either by the participant or the host who can remove one or all icons at once. The host also has access to a summary indicating how many participants have selected each icon.

参与者无需主持人提示或询问即可使用未经请求的图标。 单击后，该图标将显示在参与者面板中其名称旁边。 参与者或主持人可以一次删除一个或所有图标，可以删除图标。 主持人还可以访问摘要，该摘要指示有多少参与者选择了每个图标。

文字和基于点击的反馈 (Textual and Click-based Feedback)

Textual and click-based feedback require participants to use their keyboard to enter some text or emojis and their mouse to answer multiple choice questions.

基于文本和基于单击的反馈要求参与者使用键盘输入一些文本或表情符号，并使用鼠标来回答多项选择题。

In-meeting chat.The in-meeting chat allows the participants to interact by sending instant messages during a meeting. Messages can be sent either to one or all participants. Participants can also send files other participants can choose to download from their chat panel. The host of the meeting can disable this feature or choose who the participants can chat with or to disable chat entirely. The host can select to have all chat messages saved in the meeting settings before the start or during the meeting. Private chat messages can help raise student willingness or motivation to engage, especially for those feeling under peer pressure.

会议中聊天。 会议中的聊天使参与者可以在会议期间发送即时消息进行交互。 消息可以发送给一个或所有参与者。 参与者还可以发送文件，其他参与者可以选择从其聊天面板下载。 会议主持人可以禁用此功能，也可以选择参加者可以与谁聊天或完全禁用聊天。 主持人可以选择在会议开始之前或会议期间将所有聊天消息保存在会议设置中。 私人聊天消息可以帮助提高学生的参与意愿或积极性，特别是对于那些在同伴压力下感到的人。

Live polling.A host can submit single choice or multiple choice polling questions during a meeting. Questions are created before and launched during the meeting. The answers are presented to the host who can decide to show the polling results to meeting participants. The host can also save the results by downloading a report available after the meeting. Polls can be conducted anonymously to strip participant information from poll reports.

现场投票。 主持人可以在会议期间提交单选或多选轮询问题。 在会议之前创建问题并在会议期间发起问题。 答案将呈现给主持人，主持人可以决定将投票结果显示给与会人员。 主持人还可以通过下载会议后可用的报告来保存结果。 可以匿名进行民意调查，以从民意报告中删除参与者信息。

The polling feature provides a similar tool as classroom clickers, also referred to as classroom response systems without requiring any additional hardware or software to be installed.

轮询功能提供了与教室答题器类似的工具，也称为教室答题系统，而无需安装任何其他硬件或软件。

记录 (Recording)

Zoom allows the meetings to be recorded either to Zoom’s cloud or locally on the user’s computer. User can be the host or a participant if enabled by the host. Cloud recordings include four files: the video recording of the active speaker with the shared content (mp4 file), the audio only file (m4a file), the audio transcript (vtt text file), and the chat file (txt file). These files are available for download under the recording section of the user’s Zoom account. The video recording can also be played in any web browser. Zoom provides analytics regarding the number of views and downloads for each recording.

通过Zoom，可以将会议记录到Zoom的云中或在用户计算机上本地记录。 用户可以是主持人，也可以是参与者(如果由主持人启用)。 云记录包括四个文件：具有共享内容的活动扬声器的视频记录(mp4文件)，仅音频文件(m4a文件)，音频笔录(vtt文本文件)和聊天文件(txt文件)。 这些文件可在用户的Zoom帐户的记录部分下下载。 录像也可以在任何Web浏览器中播放。 缩放提供有关每个记录的观看和下载数量的分析。

报告中 (Reporting)

Zoom generates two type of reports after a meeting. The meeting report lists the information of registered participants including their full name, their email address, the time they joined and left, and their attentiveness score. The poll report lists the participants’ answers and the date and time they were submitted for each poll question.

会议结束后，缩放会生成两种类型的报告。 会议报告列出了注册参与者的信息，包括其全名，电子邮件地址，加入和离开的时间以及专心程度。 投票报告列出了参与者的答案以及每个投票问题的提交日期和时间。

The attendee attention tracker was a feature enabled while a host was sharing its screen. The rationale behind this tool was to give an alternative way for a host to monitor the attention of the participants. The main way for monitoring a class is through video though some students may be reluctant to disclose their surroundings. Monitoring students’ attention while sharing a presentation is somehow challenging even when students are sharing their video. In screen sharing mode, most of the Zoom window is taken by the presentation, leaving little or no space on the screen for the video panel which contains the video thumbnails of the students.

主持人共享其屏幕时，与会者注意力跟踪器已启用。 该工具的基本原理是为主持人提供一种监视参与者注意力的替代方法。 监控课堂的主要方式是通过视频，尽管有些学生可能不愿透露自己的周围环境。 在共享演示文稿时监视学生的注意力即使在共享视频的过程中也颇具挑战。 在屏幕共享模式下，演示文稿将占据大部分“缩放”窗口，而在包含学生视频缩略图的视频面板的屏幕上几乎没有空间。

Attention tracker. Zoom had a feature that allowed the host to monitor the attention of the participants. If Zoom was not the application in focus on a participant’s computer for over 30 seconds, Zoom showed a clock indicator next to the participant name in the participant panel.

注意跟踪器。 Zoom具有一项功能，可让主持人监视参与者的注意力。 如果在30秒钟内Zoom并不是焦点在参与者计算机上的应用程序，则Zoom会在参与者面板的参与者名称旁边显示一个时钟指示器。

Attentiveness score. A summary of the tracker activity was included in the meeting reports through the attentiveness score. Each participant was associated with a score representing the percent of time the participant had Zoom in focus during the meeting.

专注度得分。 通过专注力得分，跟踪器活动的摘要已包含在会议报告中。 每个参与者都有一个分数，该分数代表参与者在会议期间获得焦点放大的时间百分比。

As of April 2, 2020, the attendee attention tracker was removed from Zoom⁴. The attentiveness scores were retroactively scrapped from all meeting records. The only way for a host to monitor participants’ attention is via their video provided that they are willing to turn on their camera.

自2020年4月2日起，与会者注意跟踪器已从Zoom⁴中移除。 注意力得分从所有会议记录中追溯删除。 主持人监控参与者注意力的唯一方法是通过他们的视频，前提是他们愿意打开相机。

在线工具的类内可转置性 (In-Class Transposability of Online Tools)

Can the features offered by a videoconference platform be transposed to in-class physical face-to-face teaching? In the table below, I list the Zoom features relevant to online instruction. Each feature is checked in the last column when they can be transposed to in-person instruction. An asterisk indicates what features require additional hardware or software. In the following, I will assume the same setup as described in above with the addition of a video projector and a whiteboard.

视频会议平台提供的功能是否可以转换为课堂上的物理面对面教学？ 在下表中，我列出了与在线说明相关的缩放功能。 当每个功能都可以转换为亲自指令时，将在最后一列中对其进行检查。 星号表示哪些功能需要其他硬件或软件。 在下文中，我将假定与上述相同的设置，并增加了视频投影仪和白板。

管理参与者 (Managing participants)

Managing students attending physical classrooms can be done in a similar way compared to participants attending online meetings. The class instructor can unmute participants by giving them the floor. Though there is no definitive way to keep students silent, signaling the class is usually enough to make a noisy class quiet. Hiding the video of students is obviously not possible unless students are asked to leave the room. A physical class can also be organized in groups for group discussions or activities though the same level of isolation as Zoom’s breakout rooms cannot be achieved unless each group can move to separate rooms. The instructor can then apply different rules to each room in a similar way as with Zoom.

与参加在线会议的参与者相比，管理参加物理教室的学生的方法可以类似。 班主任可以通过给参与者发言权来取消静音。 尽管没有确定的方法可以让学生保持沉默，但发出信号通常足以使吵闹的课堂保持安静。 除非要求学生离开教室，否则显然不可能隐藏学生的视频。 物理课堂也可以分组进行小组讨论或活动，尽管除非每个小组可以移至单独的会议室，否则无法达到与Zoom分组讨论室相同的隔离度。 然后，讲师可以按照与“缩放”相似的方式将不同的规则应用于每个房间。

Putting a Zoom participant on hold or in a waiting room can be used to organize online office hours as instructor can let students join the meeting one by one to have one-to-one discussions. Using a whiteboard in a classroom is straightforward though whiteboard implemented in Zoom using a tablet and a digital pen offers a similar or even better experience. In Zoom, students can easily share their screen. In-class screen sharing may require classroom video projector to be wireless.

将Zoom参与者置于保持状态或放在等候室中可以用来组织在线办公时间，因为讲师可以让学生一个接一个地参加会议，进行一对一的讨论。 在教室中使用白板很简单，尽管使用数位板和数字笔在Zoom中实现的白板可以提供相似甚至更好的体验。 在Zoom中，学生可以轻松共享他们的屏幕。 课堂上共享屏幕可能需要教室视频投影仪是无线的。

From the above, managing participants can be achieved with a similar result online and in-class but the latter requires multiple physical rooms available at the same time. Some features such as mute or hide video may be not called for during in-person classes.

根据以上所述，可以在线上和课堂上取得相似的结果来管理参与者，但课堂上需要同时提供多个物理教室。 面对面授课时可能不需要使用某些功能，例如静音或隐藏视频。

反馈 (Feedback)

Getting verbal feedback from students is identical during online classes and regular face-to-face classes. Nonverbal feedback such as thumbs up or clapping emojis is obviously also available to students in classroom setting. However, Zoom provides students with more visual options since they can use one of the in-meeting icons to express more meaningful feedback without interrupting the instructor. Students can also interact by sending chat messages to the class or in private to the instructor. Private chat messages can improve students’ engagement, especially for those subject to peer pressure. To implement textual feedback in classroom setting requires participants to install an instant messaging application either on their computer or on another device. The latter will let the instructor check for incoming messages without interrupting the slide show during a lecture.

在线课堂和常规面对面课堂上，从学生那里获得口头反馈是相同的。 课堂上的学生显然也可以使用非语言反馈，例如竖起大拇指或鼓掌表情符号。 但是，“缩放”为学生提供了更多的视觉选择，因为他们可以使用会议中的图标之一来表达更有意义的反馈而不会打断教师。 学生还可以通过向班级发送聊天消息或与教师私下聊天来进行交互。 私人聊天消息可以提高学生的参与度，特别是对于那些受到同伴压力的学生。 为了在教室环境中实现文本反馈，要求参与者在其计算机或另一台设备上安装即时消息传递应用程序。 后者可以让讲师检查传入的消息，而不会在演讲过程中中断幻灯片放映。

Click-based feedback refers to Zoom live polling feature. Such feature can be transposed to in-class setting through classroom response systems. These systems require hardware including one clicker per student and a receiver connected to the instructor’s computer. Clickers and receiver can be replaced by a software if a computer can be assigned to students during classes. To launch the questions, collect, and process the answers, the instructor needs to install a specific software which requires the instructor to switch application while presenting slides in slide show mode. Some plugins can be used with most popular slide show applications to launch questions and show the results from inside the presentation slides without interrupting the slide show.

基于点击的反馈是指缩放实时轮询功能。 可以通过教室响应系统将此类功能转换为课堂设置。 这些系统需要硬件，包括每个学生一个答题器和连接到讲师计算机的接收器。 如果可以在上课时将计算机分配给学生，则可以用软件代替答题器和接收器。 要启动问题，收集并处理答案，教师需要安装特定的软件，该软件要求教师在以幻灯片放映方式显示幻灯片时切换应用程序。 某些插件可与最流行的幻灯片放映应用程序一起使用，以在不中断幻灯片放映的情况下启动问题并从演示幻灯片内部显示结果。

记录 (Recording)

It is widely agreed that recording face-to-face classes is cumbersome and complex. It requires to equip classrooms so to turn them in recording studios if video is desired. Sharing the recordings also requires to upload them online while restricting access and dealing with storage limits. Most popular or free hosting solutions also come with limits with regard to engagement or audience analytics.

人们普遍认为录制面对面的课程既麻烦又复杂。 它需要配备教室，以便在需要视频时将它们转到录音室。 共享录音还需要在线上载它们，同时限制访问和处理存储限制。 最受欢迎或免费的托管解决方案在参与度或受众分析方面也有限制。

Zoom offers cloud storage and recording analytics to its paid subscribers. A transcription of the audio recordings is also made available which requires a specific software and high-quality audio recordings in classroom setting.

Zoom为其付费订户提供云存储和记录分析功能 。 还提供了录音的转录，这需要特定的软件和教室环境中的高质量录音。

报告中 (Reporting)

Taking attendance in classroom setting may be time-consuming for large classes. Seating charts or sign in sheets passed around can help save up some time but come with some inherent challenges or limits. Digital alternatives to traditional roll calls exist but requires the use of biometric identifiers such as fingerprint or RFID ID cards in classrooms equipped with scanners or reader boxes. For classes where students are assigned with a computer, software-based alternatives using GPS and Bluetooth can verify if student signing in are physically present in class. These alternatives can also track the amount of time each student spends in class. These alternatives come with similar concerns regarding privacy as Zoom tracking tool.

对于大型班级，参加课堂教学可能很耗时。 座位表或签到表可以节省一些时间，但会带来一些固有的挑战或限制。 存在传统唱名册的数字替代方案，但在配备扫描仪或阅读器盒的教室中，需要使用生物识别标识符，例如指纹或RFID ID卡。 对于分配了计算机的班级，使用GPS和蓝牙的基于软件的替代方法可以验证班级中是否实际存在学生登录。 这些替代方法还可以跟踪每个学生在课堂上花费的时间。 这些替代方案与缩放跟踪工具一样，也具有与隐私相关的担忧。

In addition to tracking attendance, monitoring student attention provides instructors with crucial feedback to adjust lessons according to the students’ needs in near real-time. If instructors can rely on physical observation, monitoring attention becomes cumbersome for large classes preventing instructors from taking informed on-time actions. The same issue arises in online classes. In classroom setting, sensor-based attention-aware systems have been proposed by collecting behavioral information through cameras, motion and eye-tracking sensors, or physiological signals including ECG (Electrocardiogram) and GSR (Galvanic skin response). Due to their intrusive nature, these systems have yet to be rolled out in schools and universities. Similar concerns forced Zoom to remove its attention tracking tool.

除了跟踪出勤情况外，监控学生的注意力还可以为教师提供重要的反馈，以根据学生的需求实时调整课程。 如果讲师可以依靠身体观察，则对于大班学生而言，监视注意力变得很麻烦，从而导致讲师无法及时采取及时的行动。 在线课程中也会出现同样的问题。 在教室环境中，已经提出了一种基于传感器的注意力感知系统，该系统可以通过摄像头，运动和眼动传感器或包括ECG(心电图)和GSR(皮肤电React)在内的生理信号收集行为信息。 由于其侵入性，这些系统尚未在学校和大学中推广。 类似的担忧迫使Zoom删除了其注意力跟踪工具。

最后的话 (Final Words)

During the COVID-19 outbreak, universities and schools moved to online education on short notice, leaving little time for preparation. Giving the spike in the usage of popular videoconference platforms, synchronous teaching appears to have been the preferred choice among instructors. Videoconference platforms such as Zoom offers some feedback features that may remain in use as schools and university campuses are re-opening and students return to physical teaching. Zoom presents the advantage of offering a wide variety of tools all available in the same place. To be transposed in face-to-face classroom setting, some of these features will require additional hardware and software.

在COVID-19爆发期间，大学和学校很快就转向在线教育，几乎没有时间进行准备。 鉴于流行的视频会议平台的使用量激增，同步教学似乎已成为教师中的首选。 诸如Zoom之类的视频会议平台提供了一些反馈功能，这些功能可能会在学校和大学校园重新开放以及学生返回体育课时继续使用。 Zoom的优势在于可以在同一位置提供多种工具。 要在面对面的教室环境中进行转换，其中一些功能将需要其他硬件和软件。

[1] https://en.unesco.org/covid19/educationresponse

[1] https://en.unesco.org/covid19/educationresponse

[2] https://www.cnbc.com/2020/02/26/zoom-has-added-more-users-so-far-this-year-than-in-2019-bernstein.html

[2] https://www.cnbc.com/2020/02/26/zoom-has-add-more-users-so-far-this-year-than-in-2019-bernstein.html

[3] https://blog.zoom.us/a-message-to-our-users/

[3] https://blog.zoom.us/a-message-to-our-users/

[4] https://blog.zoom.us/zoom-tips-for-educators-attendee-attention-tracking/

[4] https://blog.zoom.us/zoom-tips-for-educators-attendee-attention-tracking/