Strategies for remote teaching

Strategies for remote teaching

You may think that to teach remotely, you can simply apply the same principles of the traditional face to face setting to remote teaching. Teaching remotely is very different from the traditional face to face environment and as such will require strategies to promote effective teaching and learning. Remote teaching is a term often used synonymously with online teaching, e-learning, distance education, correspondence education, external studies, flexible learning, and massive open online courses (MOOCs). 

Common features of any form of remote learning are: the teacher-learner separation by space or time, or both, and the use of media and technology to enable communication and exchange during the learning process despite this separation. This may be achieved through print-based learning materials, or one-way massive broadcasting (TV and radio programmes), or through web-based exchange using social media channels or learning platforms. Distance learning tends to require a high level of self-directed learning on the part of the learner, and study skills, which must be supported through new teaching, learning and guidance strategies.

Online instruction and remote teaching, which can be given in one of three pedagogical approaches: (1) synchronous, (2) asynchronous and (3) blended learning strategy. In synchronous online remote lectures (real-time), instructors and students meet online using a video conferencing software during the designated class hours and instructors give lectures on the course. Students participate in the lectures and are able to ask questions vocally or via live text chat. In asynchronous remote lectures, instructors record lecture videos and upload them in Blackboard learning management system (LMS) or YouTube, so that students can access them in their most convenient time.

The blended remote teaching strategy is deemed to be the most practical method to adapt as this combines the advantages of synchronous and asynchronous strategies. The main motivation in choosing the blended strategy is to increase the student’s participation in their own learning process rather than quietly sitting during a synchronous discussion. The basis of this approach is the cognitive load theory, on the basis that novice learners are immediately overwhelmed by a large amount of new ideas and terminologies, and resort to surface learning.

How did we come to this impasse?

In the middle of March 2021, the education world changed in the blink of an eye. One day, schools ran normally, as they had for many years with millions of adults and young people gathering in school buildings and classrooms, working toward the goals of teaching and learning. The next day, with the coronavirus spreading, thousands of schools closed across the country. Teachers and students stayed at home. School districts scrambled to provide students with laptops and ensure internet access. Teachers scrambled to transfer their lessons and assignments to an online environment. Parents scrambled to offer their children support to process the abrupt change. And young people scrambled to make sense of it all.

Amid all of this change, many of us have learned new terms — like remote learning, distance learning, online learning, virtual learning, blended learning, hybrid learning, and home-schooling. Though many people use these terms interchangeably, there are important differences to consider, especially as communities debate on what’s best for their children and school management attempt to draft education plans for continuous learning.

What is the best definition of remote learning?

Simply put, remote learning is the process of teaching and learning performed at a distance. Rather than having students and teachers coming together in person, remote learning means that students are distanced from their teacher and their peers.

The most effective remote teaching strategy is to mirror the classroom environment virtually, as much as that’s possible when the student and teacher are in two different places. Technically, no technology is required for remote learning to take place, nor does remote learning have to take place online. Indeed, during the most recent quarantine, many elementary school districts opted to focus their efforts on mailing out work packets home and having teachers call students to support them in completing assignments. 

However, by no means was this practice effective. Because laptops and access to Wi-Fi were limited in some communities, teachers had to make do without the support of electronic devices and other tools for their students.

Asynchronous/synchronous

What does asynchronous/synchronous teaching from a distance mean?

Though there are many ways that remote learning can take place, the best experiences occur when teachers combine synchronous learning opportunities that replicate the classroom with asynchronous opportunities that promote independent study. 

For synchronous experiences, where students learn together at the same time, technology is required. Whether it’s a computer system, Chromebook, or tablet with internet access, or a mobile phone, technology is a must for students and teachers to share learning experiences in real-time. In addition, meeting digital platforms like Zoom, Whereby or Google Meet. allow classes to gather and collaborate.

For asynchronous experiences, where students learn on a more individual schedule, a learning management system — like Canvas or Google Classroom — allows for the organization of learning opportunities from a distance. It’s also a portal for students and teachers to interact and communicate when they’re not “in class.” Furthermore, teachers can keep track of their students’ progress and offer feedback.

Remote, Online, and Distance learning

What’s the difference between remote, online, and distance learning?

Currently, there is debate about the difference between remote, online, and distance learning. Some educators equate “remote” and “distance” learning as both being performed away from the school and classroom. But other educators distinguish the terms by emphasizing that “remote” learning has emerged as an emergency intervention as a result of the coronavirus, while distance learning is more thoughtfully and proactively planned out.

Online learning, on the other hand, is different. It offers a course of study online without trying to replicate the face-to-face classroom experience. For that reason, online courses are designed over several months to offer students a series of learning engagements that are tailored to an entirely online environment. Rather than providing traditional lectures, or a sequence of assignments to complete, online learning includes a variety of modalities that guide students through content modules. Special attention is paid to eliciting emotion and motivation in students and being intentional in encouraging students to apply their knowledge frequently. The social and emotional parts of learning is getting much more attention in the teaching world in the form of social-emotional learning.

Remote Learning

How effective can remote learning be?

Notwithstanding the herculean efforts of students, teachers, and parents, the latest version of remote learning — performed across the country these past months, and perhaps continuing into the New Year would not offer evidence that remote learning is effective.

According to early research, forced remote learning during the Covid-19 pandemic set students back months, sometimes as much as half as they would have learned in a physical classroom. On top of that, remote learning has ‘further entrenched racial and economic disparities as well as renewed digital divide”

By and large, student engagement was down, teachers lowered standards for rigor and student performance, and too many young people did not have access to the tools they needed to learn. In addition, diverse learners often did not receive the learning support required by law. Furthermore, some districts, in agreements with teacher unions, chose to suspend classes for long periods of time, severely limit synchronous learning experiences, and eliminate grading and feedback on student work.

Typical Strategies

In using Remote Teaching strategies try to avoid giving out lectures but rather teach in a way that includes stories, pictures, examples, and anecdotes to foster meaningful engagement with students.

1. Establish your presence right away. 
2. Be available. 
3. Use online resources. 
4. Don't lecture. 
5. Make your assignments clear. 
6. Provide ongoing feedback. 

Students taking online classes need to feel connected to the class, the teacher, and their classmates—not just to learn but to enjoy the experience.

Engage and Collaborate

Engaging Students and collaboration is key

As you get started with remote teaching, just remember that the first and last thing you need to do is to keep your students engaged. 

• Create lesson plans that are flexible for both in-person or remote delivery 

• Effectively deliver lessons remotely and test understanding

• Create and administer assessments, ensuring student equity 

• Balance modes of student engagement (synchronous vs. asynchronous distribution) 

• Gamify student learning and conduct nonacademic activities 

• Consider adaptation of pedagogical approach given remote learning solutions Student engagement 

• Engage students remotely through different models (e.g., projects, discussions)

• Build classroom culture remotely (including classroom norms, feedback culture) 

• Change language, activities and emotional support based on student requirements

• Motivate students in a remote environment

• Establish practices for family engagement across hybrid learning environments 

• Be culturally sensitive and acknowledge implicit bias 

• Develop processes for student collaboration.