A little over 3 weeks into teaching Macroeconomics online during #COVID19 I have some thoughts. Would love to get suggestions from other academics @Madari2fourIsah @cacrisalves @ingridharvold @paulrgilbert @HannaSzymborska @AcademicChatter #EconTwitter 1/n

Firstly, Macroeconomics is normally 4 hours a week of teaching when I teach face to face, and I use elements of a flipped classroom approach. With the move to online, I have divided it into 2 hours of class via Zoom and then 2 hours of Whatsapp class. 2/n

I lecture in South Africa so often there are severe limitations on whether students have connectivity or accessibility to data. I post 2 core readings for the week on our e-learning platform called Efundi. This is zero rated so almost all students can access this. 3/n

I start the Whatsapp class by asking students to use a gif or meme to express what they thought of the readings. This seems to break the ice and students are absolutely brilliant at it! Then we have 2 hours of asking questions, comments, critiques and suggestions. 3/n

Specifically chose Whatsapp as many only buy a data bundle for this and can't afford just a general data bundle. Most of the students are "in" this class, but for those who can't be, I export the whole chat and upload it onto our zero rated Efundi. 4/n

In order to the upload it for other students, I don't let anyone use voice notes and reply to everything via text. This is a lot more time consuming than face to face classes, but it ensures that those without data access can at least download the chat afterwards from Efundi. 5/n

We then have 2 hours of Zoom class. Here I let the Whatsapp discussions guide me, to now give more detail so topics I saw were hotly contested and to highlight aspects that might not have been brought up by students. I also discuss issues outside of the core readings. 6/n

2 hours of Zoom class takes about 700 MB of data so we have far fewer students joining this live. When we are done, I again upload the video and audio recording separately to Efundi for students to watch afterwards, as the zero rating means they can download this for free. 7/n

This is part of a decision to not just pre-record a video lecture. Having students ask questions and engage in a class, actively shapes and changes that class! It also allows for me to see what aspects they are confused by and I need to explain in a different way. 8/n

The fact that not all my students have electricity, laptops and uncapped WiFi is heart wrenching, unjust and indicative of the massive inequalities writ large across South Africa. So I would really appreciate any suggestions for how to better approach this. 9/n

I ask myself whether it is better to let some students at least shape the learning experience, or whether I am perpetuating yet more inequality and injustice? So far feedback from students has been really positive, but I do feel torn about the approach. 10/n

If anyone has thoughts on this/more specific suggestions,I would welcome them. As an e.g., I have used a software called Handbrake, which let's one compress videos.But I would of course be eager to hear about ideas for having more interaction, innovative programs to use etc. 11/n

I have a brilliant group of hard-working, insightful, enthusiastic young economists. And they deserve the best I can give them. I want to do better by them. 12/12