FIVE TIPS TO OPTIMISE ONLINE LEARNING DURING COVID-19

Since the outbreak of the COVID-19 pandemic, in-class learning has shifted to online modes at speed and scale. Here are five ways to optimise the remote learning experience

1. Make instruction explicit

In an online learning environment, there is vast potential for students to lose track of the lesson, go off-task, become distracted, get confused and lose interest. It is important for online instruction to be as well-organised, linear and explicit as possible, especially when students are learning new or challenging content.

‘Load reduction instruction’ is one approach to help learners keep up with the online lesson. It involves:

(1) reducing the difficulty of initial instruction, (2) providing support and scaffolding as students master content, (3) ensuring students practise what they are learning, (4) providing appropriate feedback on assignments and offering improvement-oriented guidance, and (5) providing an opportunity for selfdirected learning activities when (and only when) students demonstrate they have mastered the basics.

2. Ensure content is of high quality

Online learning content needs to be optimally pitched to students’ existing knowledge and skill. It is vital that the content is not too difficult too soon. When teaching new material, it is best delivered in manageable chunks, so the student is not overwhelmed or confused.

It is worth students remembering that textbooks are written by experts, reviewed by experts, and typically well-targeted to the syllabus. Before grabbing online material, make sure a well-regarded textbook does not do a better job.

3. Stay motivated

Motivation is a cornerstone of online learning. Anecdotally, I have noticed COVID-19 has impacted some parts of motivation more than others. During online learning, students can lose interest, procrastinate and get distracted. Goalsetting can be helpful for planning and staying on track. Our research has demonstrated the benefits of setting a specific self-improvement goal and clearly mapping out the steps involved in achieving this.

‘Valuing’ is another area of motivation impacted by COVID-19. Valuing refers to the perception that something is useful and connected to one’s future life. COVID19 has meant many exams are cancelled, graduations are called off, courses are modified, and some jobs have been wiped out. What is the value of school if students do not see it linked to future outcomes? One suggestion is to inspire other reasons for valuing learning – such as through interesting content, injecting more enjoyment and fun in lessons, and focusing on other parts of students’ lives where learning can be relevant and useful.

A sense of academic helplessness and anxiety have also become salient during this period. COVID-19 has brought huge uncertainty and unpredictability to young people’s lives. It is important for students to focus on three things that are in their control: effort (how hard they try), strategy (the way they try), and attitude (what they think of themselves and the the schoolwork).

4. Build good teacherstudent relationships

Good teacher-student relationships are motivating and a critical support base in the face of academic challenge and setback. In an online group environment it is not always easy to cultivate positive interpersonal relationships, but research has identified three particular opportunities available to teachers: (1) provide emotional support and encouragement, (2) provide content and activities that are well-matched to students’ interests, and (3) teach in ways that help students keep up with the lesson. This is referred to as ‘connective instruction ’ and educators who get these three things right are well connected to their students. It can also be helpful for students to let their teachers know when they find the lesson interesting, and also when they feel lost or do not understand what they have been asked to do. The more teachers know all this, the more they can tailor the online lesson to their students’ needs.

5. Foster good mental health

COVID-19 and lockdowns have left many students struggling with mental health and presented major challenges for students with additional educational needs, such as those with dyslexia or ADHD. During periods of online learning, all students must be clearly informed of who to contact inside or outside the school if they are struggling emotionally. Educators will need to maintain closer contact with some students in particular to ensure they are not left behind academically.

COVID-19 aside, schools have been shifting increasingly to online learning for over a decade now – and will continue to do so after the pandemic. Getting these things right is thus an investment in students’ online learning now and into the future.