Could Virtual Learning Be the Ideal Way Forward?
Two headmasters give their valid opinions on the matter
ROGER SCHULTZ Head of School, Alice Smith School
“During extensive periods of school closure, an online platform can be effective and useful for learning. It is important to see this as another tool that can be used to support and, in some cases, enhance the learning experience in a particular way. For example, our school’s educational platform is a secure platform that permits students to access materials and have the ability to share work and chat through voice and text, all of which occurs through a safe and monitored environment.
However, the social, emotional and relational aspect of the learning process that comes from the physical presence of students and teachers being together face to face is not possible to replicate using an online platform. The nuances that come from learner and teacher engagement and connection in a school environment are such an important aspect of the educational journey, as are the wide range of co-curricular activities and opportunities that connect students with each other as part of their holistic learning and personal growth journey.
There was certainly plenty of learning for schools in responding to the pandemic, in particular a significant upskilling in the use of learning technologies. This happened in step with continuing professional development through online courses and workshops and internal collaboration and sharing of best practice between colleagues as lengthy school closures were being navigated.
It was encouraging to see the positive and constructive connections made through online conferences between teachers, parents and students when this was not possible to be done face-to-face due to the pandemic. This, in addition to other ways of connecting online for meetings to engage, share and collaborate made best use of people’s time. School business could still be completed effectively and often more efficiently. The challenges of physical separation due to movement restrictions necessitated and encouraged more creative approaches to school communication. As on-site education in schools returns, it is likely that some of these approaches will continue if they meet the needs of a school community.
Post-pandemic, my opinion is that the initial driving force is the need for physical socialisation and
reconnection within school communities. This can be achieved through the holistic experience of being together on-site in schools and having access to the broad range of learning experiences within the curriculum and on offer through co-curricular programmes.
Online learning and educational technology will continue to play a significant role as schools look to further embed and best make use of the knowledge, skills and experience that has been accumulated during the pandemic. While this was the case to some extent prior to the pandemic, leveraging on the experiences from the pandemic educational institutions will seek to ensure that educational technology can add further value to the educational experience and enhance the learning journey for their stakeholders.”
ALAN STEVENS Master, Marlborough College Malaysia
“Online platforms are certainly useful but our actual experience of it exposed pros and cons. Beneficially, everyone moved forward together to develop expertise in a number of applications that will be of lasting use in the classroom and in terms of administration, communication and school governance. Our online provision was excellent and prepared our exam candidates superbly for success but it was not the same as being at school. So, when the Malaysian government offered parents the option to send their children to school again, 98% of our students returned immediately.
Overall, the experience of online provision reinforced the fact that electronic devices are amazing tools that work best when they are balanced with a suite of learning strategies, the most powerful of which are, firstly, the person at the front of the classroom, laboratory or playing field and secondly, the other children.
Our research-led approaches to digital learning and well-being showed us that while there is much to be retained from the experience of online provision, children need balance and people. They need to be active, to get their hands dirty, to experience learning in every possible medium. They need interaction to maintain and develop social and emotional skills and strengths that, like an unused muscle, can atrophy when not exercised. We believe that these aspects of education are not optional extras alongside an exam certificate but form a coherent part of the curriculum which develops the whole person as well as their intellect.”