Digital learning, demystified.
The recent controversy over returning to digital learning has been fierce. Experts on both sides of the argument have posted impassioned pleas either for or against digital learning, and teachers are caught in the middle. Of course, teachers want to return to their classrooms full of our favorite people (our students!) — but we also want to keep our students, our communities, and ourselves safe during this pandemic.
While I’ve seen many things written and said about digital learning, what stands out to me is that many people really don’t understand what teachers do when digital- or distance learning. I’ve collected some of the questions I’ve seen about digital learning and will answer them here. Hopefully this will help shed some light so that everyone can be on the same page when talking and making decisions about digital learning.
What is the difference between synchronous and asynchronous learning?
Synchronous learning is when all the teaching happens at once, using a digital tool like Zoom, Skype, or Google Meet so the teacher can provide instruction. Asynchronous learning is when a teacher creates a lesson within a digital learning environment (which is basically just an online website where activities are linked), and students can learn at different times.
What are some of the pros and cons about synchronous and asynchronous learning?
Synchronous learning is good for having small group discussions, providing feedback, giving presentations, and demonstrating concepts. However, synchronous learning can be really difficult with large classes, and it is very difficult for a teacher to provide 1:1 support to students who need extra support. It can also be very distracting for students if they can see other members of the class (for example, in Zoom, when students’ cameras are on, or if the chat box is enabled), and can be miserable when a student has to spend hours watching video lectures. Teachers can check for understanding by building formative assessments into synchronous online lessons (such as asking students to respond to a question by adding a card to a Padlet board), but if not, it is difficult to check for understanding, or even to see if a student needs assistance if the class is too big to see all the student’s faces.
Asynchronous learning can provide the same benefits of synchronous learning when a teacher uploads videos or slide decks to the digital learning environment, but with asynchronous learning, a teacher can also provide better 1:1 support for students who need it by using Zoom to check in with students during the delivery of instruction. Asynchronous learning requires a lot of work upfront building a digital learning environment and filling it with quality resources like video demonstrations, slide decks, and other activities to check for understanding (Google Forms, Kahoot, or Quizizz assessments, Flipgrid or Padlet questions, PearDeck activities, etc…) and other activities. But, despite the heavy front-loading of teacher work, asynchronous learning frees a teacher up to assist students during the learning process and to track student progress through student data features (like the student progress feature in Hapara Workspaces, or by students posting responses in the class activities. Asynchronous learning can feel impersonal to students without face-to-face time with teachers, so it’s really important that teachers provide opportunities for students to check in with the teacher and also to collaborate with other students.
Why can’t we just take a 50-minute class and turn it into a 50-minute Zoom class?
While this sounds like an easy solution, it’s not that easy to replicate an in-person class in an online setting. In a face-to-face class, a teacher can physically occupy the same space as students and can easily spot students who are off-task or confused. That’s a lot harder to do in a video meeting. Also, in face-to-face learning, a teacher can manage instructional and physical tasks at the same time, walking around to support students at the same time. In a digital classroom, it’s kind of impossible to provide instruction, activities, and support students at the same time. This is why experts in digital learning, such as the Christensen Institute, suggest that teachers provide more asynchronous learning, with plenty of 1:1 and small-group collaboration between students and teachers.
My district’s teacher’s union is proposing flexible time for teachers. I have to work an 8-hour day. How come these teachers are given free time?
It’s really good that your district is considering some flexibility for teachers in how they do their work, because good digital learning requires a lot of different types of tasks. To be great digital teachers, these teachers need to become content creators and curators. Teachers need time to create lesson videos, slide shows, to search for online resources that will help students better understand a concept, to deliver online instruction, to check in individually on all their students, to score student work, and to provide tech support to students and parents who need it. Also, please consider that during face-to-face learning, teachers are physically up and moving around and not looking at a computer screen all day. Teachers who have to spend all day on computers, often at kitchen tables and other less-than-ergonomic settings, tend to suffer from eye strain, back and neck pain, and other health issues, so districts who are giving teachers some “wellness time” or some flexibility in how they spend their work hours are giving teachers opportunities to take eye breaks, stretch breaks, short walks outdoors, and to practice mental health-boosting mindfulness meditation that will help them to be their best for their students. Don’t worry, your child’s teacher is probably putting in more than an 8-hour day working from home, especially if they’re just learning how to do online learning for the first time.
But digital learning was a failure in the Spring. Why are we still trying this?
Digital learning in Spring 2020 wasn’t a failure — it was crisis response. Many districts did not have solid digital systems in place prior to COVID-19. Students lacked appropriate technology, did not have the digital skills to learn away from school, families lacked internet connectivity, and teachers lacked the training to deliver online learning. Though all these problems have not been solved, the shutdown highlighted the need to address these issues. Even when COVID-19 is no longer creating problems with returning to in-person learning, addressing these problems will create stronger learning opportunities for students and help deliver instruction during other times that school must shut down — inclement weather, wildfires, structural issues, etc… Also, having a good digital learning system in place will allow students and parents to access learning 24/7, not just when class is in session. Though we are not there, yet, there is no better time than right now to start working toward that goal. It is especially important to address digital access for every family. Digital access is no longer a luxury; it is a social justice issue!
Gee, this all sounds really complicated. Where do teachers go for good training in digital learning?
Sadly, many districts did not prioritize online or blended learning training in the run up to the COVID-19 shutdown, and many teachers (and students) really struggled with digital learning during that time. Hopefully, districts are now providing teachers with training to create dynamic online and blended lessons that support diverse learners, but many districts aren’t. That’s why DIY EdTech was created — to provide districts, schools, and individual teachers with quality consulting and training using the tools you already have to create exciting and successful digital learning experiences for all students. We also offer support to parents and homeschool groups in navigating learning in the digital world. Please contact us today using our contact form if we can be of service.
Photo by Christina Morillo from Pexels