Principles for quality online/ distance teaching

Principles for quality online/ distance teaching

1. Evidence suggests that online/ distance education operates best as a system of dynamic,interrelated components,which may vry in terms of implemenntation by context.

2. The importance of teacher presence in online learning

   • Online learning can include both synchronous and asynchronous activities,it is vital for students to know when and how to access support from their teacher. This may involve :
     • 1. Setting expectations around when the teacher is available and how/why they can be contacted.
       • 2.Timetabling student activities.
         • 3. Scheduling "office hours" and regular check-ins with students,either online or via phone.
           • 4. Posting to online discussion boards.
             • 5. Posting update videos or lectures.
               • 6. Using frequent formative assessments to stay up to date with student progress.

3. Creating a supportive,online community for collaborative learning

   • Evidence indicates collaborative learning in online evironments enhances student learning more so than individual learning, and that interaction is essential.

4. Screen time - quality vs. quantity

   • Recent research has demonstrated that this focus on risk and harm is outdated. This shift in focus allows for more nuanced guidance to be given to both parents and education professionals,guidance that has been lacking due to narrow focus on risk mitigation.
     • 1. What’s t he context? Where, when and how is digital content being accessed?
       • 2. What’s the content? Is the content age or skill level appropriate?
         • 3. What connections are being facilitated? How is this online experience facilitating (or impeding) positive social connections?
           • 4. What’s the impact? Is the child physically healthy with a healthy sleeping routine? Is the child enjoying their digital experiences and continuing to engage in hobbies and social interactions with friends and family?
             • These questions offer parents and teachers a framework for differentiating between problematic and normal use of technology during this period of significant change in schooling.