Online Learning

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Online Learning

The threat posed by COVID-19 has meant that at NPS, teachers are looking for the best ways to continue to support students' learning outside the traditional school setting - learning at home.

The school's online presence is underpinned by the research of quality teaching and learning at home.

We intend to build an online community that provides authentic, interactive experiences, between students, students and the teacher, students and the content.

Research indicates online education operates best as a system of dynamic, interrelated components where the main components are identified as:

  • Content
  • Social/ emotional (face to face teaching, tutoring and advisement)
  • Self- paced independent study (adaptive software)
  • Dialectic questioning (Discussion board)
  • Collaborative Student-generated content / Peer review
  • Reflection(Blog/ journal)
  • Evaluation / Assessment (assignments, learning analytics)
The importance of meaningful teacher presence and support for students is essential.

The Key components being where the teacher:
  • Sets expectations outlining when they are available and how/why they can be contacted
  • Schedules online face to face teaching
  • Schedules office hours? and regular check-ins with students
  • Posts online discussion boards (questions for students to respond to etc.)
  • Posts updated videos or lectures
  • Uses frequent formative assessments to stay up to date with student progress./li>
Teachers understand that collaborative learning in online environments enhances student learning more so than individual learning. Additionally, interaction is essential and can be with each other or with the teacher. It also indicates that overuse of communication in an online format can be perceived negatively by students.

In recent years, the debate about screen time has shifted from a focus on quantity to quality. Recent research highlights it is more appropriate to consider the quality of both the content and interactions children are consuming/participating in online. Both teachers and parents should ask the following questions when considering what their children/learners are doing online

  • Where, when and how is digital content being accessed?
  • What?s the content? Is the content age or skill level appropriate?
  • How is this online experience facilitating (or impeding) positive social connections?
  • 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?