The Art and Science of Distance Learning – No excuses

First, let’s define distance learning. It is a form of learning when teachers and students are  physically separated. It takes multiple forms and can employ a variety of technologies. It is known as on-line learning, e-learning. It can involve such platforms as Zoom or Teams, as well as strictly on-line platforms that are asynchronous, meaning not at the same time. 

I have heard from children and parents that the current efforts for meaningful education is limited during this time of COVID-19 because of distance learning. The frustrations of families are very real. I want to emphasize that the current situation is not the fault of the teachers, schools or the administrator, but rather a confluence of unexpected set of circumstances beyond the control of families or schools. With that being said, however, here are just a few of the simple issues, not even the more complex issues, that students and their families have identified as needs in order to avoid frustrations and confusions: (a) assignment due dates with advance notice, (b) You Tube postings that are short, to the point with interspersed practice, (c) additional performance feedback that is frequent and instructive, and (d) clarity of instruction. 

Middle school and high schools, since there are  multiple teachers and variety of subjects involved, present even more difficulties, demanding a more intense level of coordination across teachers as well as an integrated systems approach, not in content, but in alignment of structure and organization at the administrative level. 

Now, some teachers and administrators have pulled this off, have mastered the intricacies involved in distance learning, and they should be applauded. And let’s be clear, distance learning can be very successful if done well and can meet the needs of most students. Please, note that I said MOST and not ALL.

Overall, however, distance learning requires specialized skills and a grasp of the intricacies, and even a predilection, for teaching on-line. And most teachers do not possess and are not trained in these methods and orientations. Most teachers, instead, have the planning skills and the management techniques for the design and implementation for face-to-face instruction, which are decidedly different from those skills necessary for instruction in a distance format. 

In fact, most universities offer extensive, multiple week programs for instructors who engage in courses that are not presented in the traditional manner, suggesting a real art and science to all of this that classroom teachers probably do not have. 

This discussion about distance learning is especially important as we look forward to next year, a year which may include some, much, if not all of instruction in a different manner. 

In that case, if school is not fully back to normal, teachers need training in how to design and implement distance learning. Keep in mind again, that I am not faulting teachers and administrators who were taken unaware. But this next school year is a horse of a different color, and we have an indication of the direction that the wind may blow. I want to emphasize that we no longer have a legitimate excuse. We have that heads up. (I know, mixed metaphors.)

So, parents, what can you do. If some form of distance learning is involved in the next school year, advocate with your district/school to require teachers to receive in-service training in the art and science of teaching in alternate formats. Also, insist that administrators take an active part in organizing consistency across classes, keeping in mind the logistical nightmare imposed upon families with multiple students from multiple grade levels and from multiple schools. Let’s learn and move forward from this recent unpleasant experience.  

And let’s hope that the “new normal” will look much more like the “old normal” and teachers will not have a need for additional training. But let’s make sure that those skills are solidly in place if necessary.