Leading Edge Online Classroom Practices: Influenced by the Global COVID Pandemic

During the first quarter of 2020, Corona Virus (also known as COVID-19), a virus that spread rapidly
throughout the globe began to migrate from country to country, The impact of COVID-19 required
swift changes implemented by individuals and organizations such as state and federal government
entities, small businesses to large conglomerates, and educational systems at all levels from
elementary schools to universities to survive and combat the virus. Educational systems, like other
entities minimized face to face interaction as practicing social distance is one of the criteria to “flatten
the curve” and slow down the COVID-19 community spread. Thus, communicating online via video
chat apps such as Zoom, Microsoft Teams, and Google Hangouts have become more popular as
viable approaches to foster communication virtually with others. Thus, the new normal for many
educators at universities around the globe required revamping their course curriculum and delivery as
migrating from in-class courses to online courses has become necessary, during the COVID-19
pandemic. Educators often struggle with delivering top-notch online courses that create a climate for a
fulfilling classroom experience, provide content that translates into immediate action and application,
and blends relevance, rigor and a personal touch to the classroom setting. Based on research studies
of human intelligence also known as multiple intelligences by cognitive scientist Howard Gardner, and
secondary sources focused on functions of management, the art and science of using technology and
multiple intelligence practices to deliver leading edge online classroom education during the COVID-
19 pandemic is examined. Furthermore, this empirical study through a lens of instructing and
observing as a teacher and administrator, over 80 online courses comprised of learners seeking
undergraduate, graduate and doctoral degrees during 18 years at public and private universities,
explores a myriad of implications resulting from using technologies to deliver stellar online classroom
education to include: (a) human psychology, (b) medium, (c) information, and (d) instructional design.
The article concludes with a perspective on the challenges and opportunities of using technologies to
deliver leading edge online classroom education. The content can be used to assist current and future
educators with developing or strengthening the online classroom using technologies and incorporating
multiple intelligence practices for a more fulfilling classroom experience.