What is Remote Learning?

This article provides information on the benefits of remote learning, as well as the components that are essential to its success, and provides information for colleges and universities to start today.

The official-described pandemic of COVID-19 has a direct impact on over 376 million pupils around the world (see UNESCO’s website for up-to-date information on school closings). The number of students who are affected by disruptions in their education increases each day.

This outbreak hits the U.S. at the onset of state assessments and spring break that means state departments of education must to decide on the best guidance they can give districts regarding the state test and attendance.

This article provides a description of remote learning and outlines the essential elements that are structured for the success of remote learning, as well as provides numerous resources for schools and higher institutions of higher education to begin today.

What Is Remote Learning?

Remote learning is something that a district should be able turn off and on depending upon the needs; However, the effectiveness of the transition to remote learning depends on technology tools, preparedness as well as the overall support infrastructure. It differs from a virtual school or learning programs that have completed an official procedure of establishing schools, implementing an online curriculum, and establishing an organized structure that supports students who are enrolled within the schools. eLearning uses electronic technology for accessing educational programs beyond the classroom.

Remote learning gives the possibility for students and instructors to stay connected and involved with the material when working from home. The opportunities for remote learning are often related to emergency situations which pose a risk to the safety of students.

The transition to remote learning may help students stay on the right track, to ensure that the time comes for them to return their physical schools, they do not require lots of work to be prepared for any scheduled tests. Many of the rules and regulations for traditional classrooms are applicable to remote learning The aim is to follow the most state-specific and local regulations as is possible.

It is crucial to remember that in learning environments that are remote, in contrast to virtual learning environments both the teacher and learner aren’t used to the concept of distance in their instruction. This could pose a problem to both learner and teacher which can be addressed with particular support systems.

The Remote Learning Experience

The design of remote learning will determine how successful both teachers and students have when they are experiencing the learning. In many cases remote learning can be triggered in times of stress, and it is crucial not to assign more responsibilities for teachers and students. To make the most of distant learning, it is essential to have a clearly defined structure must be established so that it will be able to support a well-planned instruction program.

Remote Learning Structure

The most important aspects of this kind of learning are time technology, communication, and the design of lessons. Determining these components upfront helps eliminate the distractions that can hinder learning.

TIME

Time is the most important factor schools should consider as it establishes expectations and limits for students as well as teachers specifically how early to begin with the day’s activities and what hours of it will take.

In the first place, teachers must establish a specific time frame during the day during which they will be available for students. It is important that these ‘office hours are clearly communicated to let students are aware of when the teacher will be available to attend quickly to any needs. Sometimes, teachers may require a connection in real-time or synchronously with students as well as groups of students. These kinds of connections could be accomplished via videoconferencing, chat, or via telephone. Applications like FaceTime, Google Hangouts, Skype, Microsoft Teams or Zoom or What’s App are utilized to facilitate these connection synchronously.

Students need to be educated on how long they will need to dedicate to their assignments, as well as other activities that are described in the lesson. If there is a demand that students be on their computer regularly, this should be explained also.

The concept of ‘office hours’ can be used to ensure that multiple students can chat via chat creating more points of contact between teachers and students.

Remote Learning COMMUNICATION

Communication is yet another aspect that must be specified prior to the beginning of the distance learning experience. Students need to know what they will be required to communicate with their teacher. Do you prefer email over an online chat? Do all communications have to be done using the specified technology tool? What happens if the technology tool fails? What’s the backup plan to communicate? Each of these questions must be addressed in a document that outlines all of the expectations.

In addition to the way in which the student will communicate with their teacher, the expectations should be established for the manner and when the teacher will stay communicating to the students. For instance, it must be clear that assignments that normally require a one to 2-day turn-around in the traditional class will get the same timeframe in a virtual learning environment.

Teachers should have access to up to 72 hours to finish grading assignments, based on the length and complexity. If assignments are given back to students, feedback and notes on the grade must be provided, but ideally with more details than normal as there isn’t an instant opportunity for students to inquire about the grade after getting the grade. The more feedback given during the process of grading and the more satisfied the student is feeling about their task and the more confident they are about completing future assignments.

Remote Learning TECHNOLOGY

The technology can differ in the impromptu online learning spaces. If schools permit students to take their devices home and tablets, then they should be prepared to take on the task of learning. There are schools that do not provide devices for students to take home, and students have to be able to access the resources made available by technology systems.

Districts that do not normally use the practice of remote or online education within their regular calendars must provide students with alternative methods to return and receive assignments. One example of a technology that has endured through the years is paper. Sending materials to home with an addressed and stamped returned envelope (either addressed to the teacher, the school or another location) is a way to ensure that students continue their education in an emergency. (See more information in section Low Tech Solutions section.)

Schools must provide specific instructions on how to use any online platform for remote learning, particularly if students parents, teachers, and students aren’t used to making use of such tools regularly. Technical support must be available across the district and should not solely the task of the teacher who is able to keep up with the virtual learning environment. A clear explanation of steps for troubleshooting and the contact number for further technical assistance must be available to everyone.

Remote Learning LESSON DESIGN

The process of designing lessons for remote delivery is more intricate than designing a lesson which is taught in in person, you can observe the class and see whether the students are able to comprehend and adjust the lesson in the moment. In a remote setting one should assume that there may be a lack comprehension and incorporate extension and re-enforcements within the lesson plan.

A typical remote class could comprise the following elements:

• Letting the lesson be taught
  The lesson’s setting provides an understanding of the lesson’s context and connects it to past or future lessons. It aids the student to understand what they will be learning and the reason behind it.
• Define Lesson Objectives
  The objectives will be similar for remote environments like in a face-to-face setting. However, the goals have to be incorporated in the lesson plan and it is an excellent practice to emphasize the words which emphasize the process of learning and the result
  Example Capacity to be able to work both theoretically and practical in the areas that are involved in disaster control (disaster risk reduction as well as recovery and response) and link their interconnections particularly in the area of Public Health aspects of the catastrophes.
• Assess Current Understanding
  Create a checklist or poll for students to evaluate the knowledge they have. This can help them concentrate on areas they’re not well-versed in as they progress through the lesson.
• Introduce Content
  Example: View a video about disaster management, then read pages. 213 to 158 in your own text. After that, log in to Google Hangout at noon for teachers to present the your text.
• Assign Application Activity
  Example: Write an outline of the disaster management plan which includes the risk reduction, response and recovery. Click here to view the rubric for activity
• Assess Mastery
  Example: Complete 5 question quiz on disaster management planning

The lesson design template provides an example of how structure and flow of the lesson could be conducted remotely. Teachers have already put in time and effort in preparing their lessons in the traditional way and now have to move into a remote environment however, the transition should not be causing more stress. A simple template for presentation (see Sample Template) could be given to teachers to help them modify their plans to accommodate the remote setting.

The transition must be as simple as is possible for both students and teachers. Written clearly for the Learner Objectives should be written in an easy-to-read language that is in line to the content of other material which are being referred to, and indicate an approximate duration of the lesson. The amount of time required to finish the lesson may differ and be contingent on the level of education of the student, subject matter, and the instructor. The time of the lesson can be altered in a variety of ways, for instance the traditional 45-minute lesson might be reduced to an hour-long remote learning session.

The assignments and activities must have clear instructions, and a sample must be given to students so that they are aware of what the final project should appear like. A rubric is helpful, as are any descriptions/checklists that can be provided related to grading.

The end of a lesson by asking questions that allow students to think about their lesson and learn from it, but also provide valuable feedback to improve lessons.