Supporting Virtual Learning

Virtual learning is an instructional practice that uses digital technology to strengthen a student’s learning experience and improve educational outcomes. While virtual learning utilizes digital technology, it relies on teacher facilitation to help students apply their learning in meaningful ways. The teacher utilizes a learning management system (LMS) and a variety of digital tools and practices, including instructional content, rich-media, interactions (discussion boards, messaging, video communication, etc.), data and assessment systems, and feedback systems to receive timely and rich data used to guide learning tailored to individual student needs.

Synchronous and Asynchronous Learning

Virtual approaches toward learning afford learners both synchronous and asynchronous modalities.

In a synchronous approach, which more closely models direct instruction in the classroom, students experience learning activities at the same time. Examples of virtual synchronous learning might include a video conference for a morning meeting, a live science demonstration that all students watch together, or the use of tools where content is presented by a teacher and students can interact during a lesson. The synchronous approach for a student puts the student into direct contact with a teacher and usually other peers. This approach is preferred for working with students who need the support of conversation, direct feedback, and in situations where students can work cooperatively and collaboratively.

The asynchronous modality affords students time to work on their learning on their own schedule. The teacher has designed a sequence of activities for students to work independently, and therefore this work may not be completed in tandem with other students. Asynchronous learning is often completed outside of regular class time. Examples of asynchronous assignments might include reading, watching videos, taking assessments, completing projects, completing homework, or answering questions. Students may need extra support in how to structure their time to complete work within the parameters set by the teacher. Students may also be given options to make choices about how they prioritize their time, which can provide practice in time management. Considerations for instructors include the student’s age, maturity, and evidence of prior success in working on asynchronous assignments, as well as the types of support available at home.

Preparing Students for Success in Virtual Learning

As is true for all classrooms, virtual or in-person, student success begins with setting expectations and ensuring that students understand the expectations and are provided the tools needed for success. In virtual learning settings, it is important that teachers provide students with:

• expectations for success;
• training on meeting expectations;
• information regarding appropriate behaviors in virtual settings;
• information and training to promote digital citizenship and academic integrity;
• information on setting up the student home-learning environment;
• opportunities for students to share information regarding challenges (home environment, connectivity issues, limitations due to device sharing, etc.);
• training on navigating the learning management system (LMS), video conferencing applications, and other instructional tools; and
• information on effective communication with the teacher to include designated times when teachers are available for help or office hours.

In addition, school divisions and teachers also should provide information to parents, guardians, and other caregivers on how to access class content, how to navigate courses, and how to best support their children for academic success. Frequent communication of information is especially encouraged for younger learners whose families and caregivers play a greater role in facilitating learning.

Successful virtual learning programs serve diverse student needs and offer a wide range of opportunities to learn, and just as importantly, support and empower teachers to take full advantage of all that digital curriculum has to offer. The result is a virtual learning environment that engages students, gives them ownership over their learning, and continues to motivate them as they master content and experience success.

Considerations for Addressing the Learning Needs of Students with Disabilities

The following considerations for educators planning virtual instruction were provided by the Accessible Educational Materials Center, AEM: Resources for Access and Distance Education.

• Are students with disabilities able to acquire the same information, engage in the same interactions, and enjoy the same services in an equally effective integrated manner and with equivalent ease of use as learners without disabilities?
• Are the curriculum and instruction programs available to every learner, including specially designed instruction materials?
• Are the curriculum and instruction programs accessible to every student?
• Can every student use the curriculum and instruction programs? For example, how can students receive information from a device, interact with, and express or provide input into a product or a device (i.e., speech to text, keyboard options, etc.)?
• What are the technological resources needed for educators/staff and students/families? Do all students/families have access to these resources? If not, how can the school division remedy this situation?
• Are students proficient in the use of the technology resources (physical resources such as computers, iPads, etc.), software, and virtual platforms such as Zoom, Microsoft Teams, WebEx, etc., that they are going to be asked to access?
• Do all stakeholders have access to reliable Wireless Fidelity (WiFi) connectivity? If not, how can the school division support WiFi in certain regions/neighborhoods/homes?
• What is the impact of virtual learning on educators/staff and students/families? What supports are needed to ensure effectiveness and efficiency?

Considerations for Addressing the Learning Needs of English Learners (EL)

The following considerations for educators of ELs planning virtual instruction were provided within Colorín Colorado’s Guide for Distance Learning for ELLs: Needs Assessment.

• How do you plan to support the four domains of language (reading, writing, speaking, and language)? Note that oral language development is particularly critical as students are missing interactions with their peers and educators.
• How will you provide different tasks or scaffolded support for students with different English language proficiency levels through strategies such as the following?
• modified tasks
• organizing platform tools to provide choice
• scaffolded supports
• How might you connect lessons to students’ personal experiences and use other culturally responsive practices?

If you have students with interrupted education, what types of support might they need?

• Which staff members work most regularly with ELs? Do they have recommendations or insights on planning instruction?
• How have you or other teachers connected with EL families throughout the year?
• What is the literacy level of your EL families? Do some families need oral instructions and others written translations?

Structuring Virtual Learning Classrooms

When developing the structure of instructional time in virtual settings, it is important that the teacher provide

• experiences that build relationships, trust, and a safe environment for learning;
• experiences that build a community of learners centered by equity;
• procedures for effective communication with the teacher;
• time for face-to-face interactions with teachers on a daily basis;
• time for individual and/or small group support daily;
• a variety of engaging learning activities in synchronous and asynchronous formats;
• a variety of on-screen and off-screen learning activities including structures for physical activity;
• timely and substantive feedback on student submissions; and
• timely and appropriate feedback to parents/guardians that include ideas for student support.

When educators are making decisions about time constraints in synchronous and asynchronous learning activities in a virtual setting, consideration must be given to student attention spans and the learning activity’s level of engagement. The ability to focus varies among students and can be impacted by a number of factors such as hunger, stress, distractions, and disabilities. Generally,  in a traditional or virtual classroom, educators find that changing learning activities every 10-15 minutes in elementary settings and every 20-25 minutes in secondary settings is common practice to maximize student focus and the benefits of instruction. For some students these recommended transition times between activities may need to be shortened; depending on the type of activity and the modality by which it is presented. In addition, teachers need to consider striking a balance between on-screen and off-screen learning activities to maintain engagement through virtual instruction and to avoid digital eye strain. Digital eye strain is a condition that can affect students and teachers by staring for too long at digital screens such as laptops and tablets. A free resource is available for parents, teachers and school administrators called Conexus Blink 20. Simple steps which include blinking and looking away from screens can reduce eye strain associated with increased screen time.

Teachers should interact personally with their students on a regular basis, not only via email, electronic chat, and/or phone, but also visually via video conferencing. Ideally, these meaningful interactions occur at the beginning to introduce lessons, in the middle to check in on progress and assess or address student needs and questions, and at the end of the instructional time period to reflect on the day’s successes and challenges. With young learners, teachers also are encouraged to interact personally with parents and/or caregivers on a regular basis, especially as these adults are critical enablers of virtual learning and can offer valuable feedback on the student's experiences.

Effective Practices for Educators and Students in Fully-Virtual Learning Settings

Instructional Models

Three different virtual instructional models were identified for teachers to use to support learning and delivery of instruction. The models can be used to help teachers identify their own instructional approach and comfort level. Each model allows for the integration of the essential knowledge with Virginia’s 5 C’s: critical thinking, creative thinking, collaboration, communication, and citizenship.

Learner-Centered

The learner-centered model prioritizes open-ended discovery and authentic learning experiences. Teachers and students use a wide range of resources to understand and consistently apply content knowledge toward the creation of work products that they may safely share with their local and extended communities. Educators who choose the learner-centered model:

• wish to seize the opportunity for expanded student autonomy;
• possess an intermediate to advanced level of comfort with designing and facilitating virtual and student-led learning experiences using Virginia’s 5 C’s; and
• provide intentional check-ins on progress towards learning goals and task expectations.

Teacher-Centered

The teacher-centered model prioritizes consistency and structure for contexts when students need more direct and explicit instruction and guidance. Instruction continues along content specific lines, with accommodations made for remote learning conditions. Students create work products that are shared largely between themselves and their respective teachers. Educators who choose the teacher centered model:

• adapt a variety of high-yield instructional strategies to best serve the learning needs of students in the midst of profound change and understand Virginia’s 5 C’s; and
• provide ongoing feedback to students.

Hybrid

The hybrid model meshes the familiarity of established teacher directed instructional models with openness for additional student independence with context-specific projects that apply content to the outside world. Students interact with carefully curated assignments to refine content mastery. They then work with their teachers and each other to periodically showcase learning in nontraditional and innovative ways. Educators who choose the hybrid model:

• leverage their experience and skill as teachers to create innovative ways to explore prior and possibly uncovered content using multiple formats and/or platforms;
• maximize learning gains via a combination of established essential knowledge and innovative challenges aligned to Virginia’s 5 C’s; and
• provide ongoing feedback to students.

Examples and Resources to Support Virtual Instructional Models