Schools are still operating in distance-learning mode, but they are now also expected to teach new material. Even before Easter many experts were already sounding a warning that pupils who did not have adequate support or technical equipment would fall by the wayside. Less gifted children in particular, and those from educationally disadvantaged social groups could be left behind even more. Reports from teachers in the field correspond with the research findings by Manuela Paechter, Professor of Educational Psychology at the University of Graz. Last semester she and Martina Feldhammer carried out a research study together on remote learning at the university, and their findings have some relevance for schools too.
“Those who lack the necessary structure and self-discipline, and who are perhaps also less technically accomplished, find it difficult, lose motivation and eventually just give up altogether,” concludes Paechter. However, if special attention is given to this group, remote teaching can be effective, she believes. “Any children who have not yet been in contact with their teachers should be personally supervised,” says the researcher. “The best way to reach them is through the social channels that they use themselves – such as WhatsApp, for instance.”
Paechter welcomes initiatives that would involve student teachers in supervising pupils, since the students are currently not able to complete conventional teaching practice placements anyway. In the first instance what the children need is help with structuring the material and with time management. “Those affected also need someone who can guide them through independent work – and this is more urgent than subject support,” says the researcher.
New feedback
Paechter knows from her own experience that children work particularly effectively if they have ongoing personal contact with their teachers, whether this is through online consultations or video sessions. What is important in this situation, she emphasises, is regular feedback on the way they are working, in addition to marking the assignments they submit. “‘I can see you have worked hard at this’ or ‘You used the right method for this’ are constructive forms of help, so that pupils don’t feel they have been left on their own,” advises the expert. The content must be split into manageable portions, with ample opportunity for practice exercises in between. Plenty of small incentives, tasks and options for help encourage students to keep working.
Human contact is needed too
Personal contact with classmates and teaching staff is also important for students, as Paechter’s study showed. This can be done using an internet platform, for example. If this sort of channel is available, it is easy to upload course materials for independent work. Voice recordings of the teacher/lecturer however, unless they are exceptionally well made, rapidly become boring and tiresome. A better option is short videos including elements that require active responses, such as tasks/problems or questions.
Good time management and sufficient motivation are the key factors for students if they are to cope with remote teaching. “If this is done with sufficient care and attention, even this semester will go well,” Paechter is convinced.
Both at school and at university, there needs to be a steady supply of assignments and other work required, to make sure everyone remains on the ball. If the mind is not exercised, it forgets how to learn. Then for all those who take a break now, it will be difficult to catch up next year on everything they have missed.