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As teachers, we know that learning doesn’t pause when the school doors close. Ensuring continuity of learning is of vital importance when embarking on an unexpected or even expected shift to online learning.
Video courtesy of PBS NewsHour: https://www.youtube.com/watch?v=bMdO8F8FBRU
Instructional Delivery
When educators had to shift unexpectedly to remote teaching, they were forced to change their entire way of teaching. No longer were students able to sit at their desks listening to the teacher in real time. Instead everyone went behind a screen and teachers were asked to change how they have been teaching for years. This became a huge catalyst in the effectiveness of distance learning. “Remote learning is entirely new to most teachers and students. Training and development are essential. The more time spent preparing teachers for proper instruction during these new conditions, the greater the gains will be in student outcomes and learning.” (Doersch & Jackson, 2020).
Without the proper training for educators in remote learning, many were left floundering and unprepared. Many states now require teachers to attend workshops and trainings on how to differentiate their instruction in order to teach in an online environment. Simonson and Zvacek (2024) discuss the need for robust and effective training for teachers. “Unfortunately, faculty training programs for distance education often begin and end with workshops on using the delivery technologies, such as the course management system, but many instructors need additional assistance in implementing instructional strategies that are specifically effective in the distance education environment.” (p. 315). SETDA ELearning Coalition also discusses the need for appropriate lessons and strategies to reach every learner. They state, “If eLearning is new to your schools, consider developing COMMON eLearning lessons per grade level and/subject instead of every teacher creating their own.” (SETDA Coalition for ELearning, 2025). It is so important for educators to learn how to deliver instruction to every student, regardless of in person or virtual situations.
Image Courtesy of IDRA.org: https://www.idra.org/resource-center/does-your-school-reopening-plan-ensure-educational-equity-infographic/
Another large component of effective continuity of instruction is communication. This is communication between teachers and students, teachers and parents, administration and teachers, and even districts and teachers. Without strong communication, many teachers are left without the knowledge of what is expected of them and their students. Crisis schooling is a very stressful time for all involved. Parents will feel overwhelmed with how to help their children succeed in this unknown learning situation. The SETDA ELearning Coalition set guidelines for how a school and district should approach communication with their families. “The school/district should provide comprehensive, regular communication to students and families. Since families often connect in different ways, consider communicating via a variety of methods to help avoid confusion.” (SETDA Coalition for ELearning, 2025).
Communication helps to build trust between all parties involved, reduces confusion, and helps to ensure that families have the support they need to create effective learning environments for their children at home.
Family and Community Engagement
The last component that is so important in ensuring continuity of instruction is family and community involvement. Proper access and accommodations to appropriate tools and technology is vital to the success of the student, and that falls heavily on the parents and community. “Students at a distance, however, can be at a greater disadvantage if they are without easy access to campus-based disability resources and advocacy for web-based resources.” (Simonson & Zvacek, 2024, p. 306).
“As remote learning continues, school systems need to consider and accommodate families’ needs, including the pressures of supporting their children’s learning while working from home or working outside the home.” (Doersch & Jackson, 2020). Without family involvement in the child’s learning, students can flounder and are left with differing expectations of themselves. Family and community involvement helps to create a supportive environment that motivates and engages students in the online learning process.
References
Doersch, D. & Jackson, F. (2020, May 13). Learning continuity guidebook: Start with your
visions and goals. Classlink. https://www.classlink.com/blog/learning-continuity-guidebook-part1
Intercultural Research Development Association. (2021). Does your school’s reopening plan
ensure educational equity? [Infographic]. IDRA.org. https://www.idra.org/resource-center/does-your-school-reopening-plan-ensure-educational-equity-infographic/
PBS NewsHour. (2021, May 19). The hardships and lessons from teaching remotely during the
pandemic [Video]. YouTube. https://www.youtube.com/watch?v=bMdO8F8FBRU
SETDA Coalition for ELearning. (2025). Elearning coalition resources. State Educational
Technology Directors Association. https://www.setda.org/main-coalitions/elearning/
Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of
distance education (8th ed.). Charlotte, NC: Information Age Publishing, Inc.
Thank you for sharing your thoughts and research on online/distance education. I agree, transitioning to online education during the pandemic transformed the world of education moving forward. As we continue to adapt to online education it is important to remember, "online teaching is absolutely more than ‘just getting it online’, and ideally, instructors are supposed to adjust online courses based on characteristics of online learners and online learning environments" (Huang & Wang, 2022, para. 1). Educators must be properly trained on instructional strategies and skills to allow success in online learning environments.
ReplyDeleteI completely agree with you that it is important students have family and community support throughout their online learning. It was interesting to me to learn that one of the least Important Barriers to implementation of distance education is "lack of parental involvement" (Barge, 2013, as cited by Simonson & Zvacek, 2024, p. 74). I assume the age of the student is determining factor in the severity of this barrier, but nonetheless this fact seemed to oppose what I have seen first hand in education.
References:
Huang, Y., & Wang, S. (2022). How to motivate student engagement in emergency online learning? Evidence from the COVID-19 situation. Higher Education, 85(5), 1101–1123. https://doi.org/10.1007/s10734-022-00880-2
Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Charlotte, NC: Information Age Publishing, Inc.
Laura,
ReplyDeleteI appreciate your take on this topic. Equity in distance learning, especially in emergency situations, is always something to keep in mind. When choosing the programs to use for continuation of learning, we need to consider the help--or lack thereof--that students have at home. As our textbook authors state, “one responsibility that falls to teachers in distance education courses is recognizing when a student is struggling with the unfamiliarity of the learning environment or the technology,” states (Simonson and Zvacek, 2024, p195). On the other hand, our children are so resilient and they sometimes surprise me with how well they adapt to new and novel situations, like in COVID-19. In research conducted by Pearson, 80% of parents surveyed said that their child was handling remote learning during the pandemic better than they (the parents) were. With that being said, it's interesting to see the aftermath of that remote emergency learning as it plays out in the children's educational journey.
References:
Pearson Connections Academy. (2020). The ups & downs: Schooling during a pandemic. [Infographic]. Accessed 20 June, 2025. https://www.connectionsacademy.com/content/dam/pvs/ca/portals/75/documents/resource-hub/infographics/Parent-Pulse-Infographic.pdf
Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Charlotte, NC: Information Age Publishing, Inc.
Instructional delivery is so critical in remote learning. Without the benefit of face to face interaction, organic conversation, and "teachable moments," online learning can feel isolating and sometimes frustrating. "A flexible curriculum design should be learner-centered; take into account the demographic profile and circumstances of learners–such as access to technology, technological literacy, different learning styles and capabilities, different knowledge backgrounds and experiences - and ensure varied and flexible forms of assessment" (Dayagbil, 2021, p.3). Teachers need specific training in order to properly design distance learning courses. "Faculty development should address faculty readiness concerns, should precede instructional development, in this case the development and delivery of courses and programs at a distance, to help maximize the chances for an instructional innovation to be successful" (Simonson & Zvacek, 2024, p. 296). Professional development on teaching remote learners would be beneficial for all teachers to participate in periodically. In today's classroom, eLearning days have become more commonplace, and the infrastructure exists to transition to remote learning at any time. Teachers must be prepared.
ReplyDeleteReferences:
Dayagbil, F., Palompon, D., Garcia, L., & Olvido, M. (2021). Teaching and learning
continuity amid and beyond the pandemic. Frontiers in Education, 6.
https://doi.org/10.3389/feduc.2021.678692
Simonson, M. & Zvacek, S. (2024). Teaching and learning at a distance Foundations of
distance education (8th Ed.). Information Age Publishing, Inc.
Laura,
ReplyDeleteI enjoyed reading your blog about continuity of instruction. COVID-19 was a difficult time, and learning how to educate and communicate with our students was challenging. I think one of the hardest challenges was being able to help our students learn from a distance. I work in a Title I school where some of our students do not have access to devices and/or high-speed internet. SETDA (2022) suggested using hotspots around the community to help reach all students. Many schools, including my own, parked buses around the community to help students who were without. Simonson and Zvacek (2024) state that "The quality of student support services available and easily accessible to a distant learner will play a major role in determining whether that student learns about the program, enrolls, and persists through to completion" (p. 299). Giving students access to Wi-Fi helped students have access to all services they may need.
References
SETDA. (2022, January 12). ELearning - Leadership, Technology, Innovation, Learning |
SETDA. Leadership, Technology, Innovation, Learning | SETDA.
https://www.setda.org/main-coalitions/elearning/
Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of
Distance Education 8th Edition. IAP.