In virtual school, where the learning process is digitalized, students are struggling to access assignments, and to demonstrate mastery of the curriculum being presented, therefore, how can it not be that the potential for greater learning is lost?
Students learning virtually must navigate and utilize a sundry of online learning tools, reducing their time to understand concepts. For example, high school students must log out to submit one class’ work, but in another, logging out causes the same Google form to reset, so students submit blank worksheets. The subsequent appeals to simply have their work accepted in the second class disrupts the learning process for both students and teachers.
In addition, students are having to learn test-taking skills suitable for online formats where each question is displayed for a limited time, then the next question automatically shows when the time expires. Or, students can’t toggle between questions, thus, can’t review and revise previous answers or scan for questions they can answer and return to difficult questions later, as is typical on a paper-based exam.
Lastly, some teachers are requiring explanations, like why a student chose the equations used to solve a math problem in addition to the solution to the problem, seeking to stymy cheating. Yet, crafting the written explanation—which the teacher may deem inadequate—can take extra time, so students may not complete the entire test, thus their grades drop.
In virtual, distance learning, students and teachers are redefining the entire learning process on the fly, but to what net effect on student comprehension? Like any stark and unexpected change, adjusting requires not only time but patience, understanding, and a willingness for all stakeholders in the learning process to improve.
For more information about how Creative Marbles Consultancy can help students and parents during the transition to new educational modes of learning, contact us at Creative Marbles Consultancy