For instance, children coming in contact with infected individuals may be required to self-isolate and the lack of adequate spaces for them to attend classes or of qualified educators to be deployed in those circumstances will force certain schools to adopt blended models to guarantee social distancing. Even if the worst case scenario of a second wave of the outbreak were not to materialise, localised and temporary school closures may still be needed to contain transmission of COVID-19. Until effective vaccines or therapeutics for the novel Coronavirus become available, it is likely that schooling may continue to be disrupted. Many systems have adopted online teaching (and learning) on an unprecedented scale, often in combination with widespread remote learning materials such as television or radio. The sudden closure of schools meant that education policy makers, school principals and teachers had to find alternatives to face-to-face instruction in order to guarantee children’s right to education. According to data from UNESCO, the peak in school closures was registered at the beginning of April 2020, when around 1.6 billion learners were affected across 194 countries, accounting for more than 90% of total enrolled learners (UNESCO, 2020). Supporting teachers’ training about the use of digital resources for pedagogical practice and promoting teaching practices adapted to this context is key to ensure that ICT is leveraged effectively.Īs a response to the COVID-19 crisis, many countries around the world closed schools, colleges and universities to halt the spread of the virus. At the same time, teachers need support to incorporate technology effectively into their teaching practices and methods and help students overcome some of the difficulties that are associated with this form of learning environment. Yet, some families and teachers may struggle to provide such support - especially during the COVID-19 crisis - because of a lack of time, insufficient digital skills or lack of curricular guidelines.Įducation systems should aim to strengthen engagement between schools and parents in order to improve information and guidance to parents on effective practices for supporting their children’s learning. Different forms of support from families and teachers, including parental emotional support and teacher enthusiasm, are found to be important for the development of positive attitudes towards learning and can ensure that students acquire the attitudes and dispositions that can maximise their ability to make the most of online learning opportunities. Students’ attitudes and dispositions are influenced to a great degree by the support they receive from families and teachers and by the role models they are exposed to. Positive attitudes towards learning, self-regulation and intrinsic motivation to learn play an important role in improving performance at school in general, but may be especially important should online learning continue. They are also crucial in supporting students using information and communications technology (ICT) effectively and making the most of new technologies for learning.
That being said, there are still concerns that online learning may have been a sub-optimal substitute for face-to-face instruction, especially so in the absence of universal access to infrastructure (hardware and software) and lack of adequate preparation among teachers and students for the unique demands that online teaching learning pose.ĭeveloping strong attitudes towards learning can help students overcome some of the potential challenges posed by online learning such as, for instance, remaining focused during online classes or maintaining sufficient motivation. Many education systems moved activities online, to allow instruction to continue despite school closures.Ĭonsidering the alternative of no schooling, online schooling has been an important tool to sustain skills development during school closures. The current COVID-19 crisis has obliged most education systems to adopt alternatives to face-to-face teaching and learning.
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