The future resides here - Remote learning.

 The future resides here - Remote learning.

Remote learning, also known as online learning or e-learning, is defined as educational or learning activities that mostly take place online or through the internet among the many available formats and methods. It emphasizes a platform in which both the student and the educator, or source of information, are not physically present in a traditional classroom environment. Information is passed across through technology, such as discussion boards, video conferencing, and online assessments (Becker et al., 2020). It could occur in a synchronous, asynchronous setting, or a mixture of both. In a synchronous setting, learning involves real-time peer-to-peer interaction or participation, while an asynchronous setting is characterized by self-paced learning activities independent of the instructor.

Among the many technologies and trends that have encouraged the popularity of this form of learning are accessible and affordable internet connectivity, which has enabled seamless video streaming and access to online resources, learning management systems (LMS) such as Canvas and Blackboard, and video conferencing tools such as Zoom and Microsoft Teams which offer features like chat and breakout room for engagement and collaboration (Ali, 2020). The availability of mobile devices and apps has contributed to the growth of microlearning, where short, focused lessons are delivered. To make learning more engaging and fun, gamification elements have been added to stimulate interest.

Although remote learning has been increasingly driven by all the advancements and innovations mentioned above and many more, equity and digital access challenges that need to be addressed for more inclusive access exist and need to be addressed to promote inclusivity.

Two significant forces impacting trends in remote learning.

 Technological Advancements:

Technological advancement has been a prominent enabler of remote learning. This includes high-speed internet, mobile devices, learning management systems (LMS), and educational software. Technology has enabled the development of diverse and interactive learning tools that make learning more effective. Learning tools like video lectures, online quizzes, virtual labs, and collaboration platforms have played a big part in enhancing the learning experience and promoting the embrace of online learning. Artificial intelligence-based technologies also help to analyze student performance and use these data to tailor individual student learning needs.

Access to Resources:

Although technology has opened up opportunities for and promoted the continued embrace or adoption of remote learning, it has also brought the digital divide issue to the fore. Students enrolled in online learning do not have equal access to necessary resources, including reliable internet access, devices, and quiet study environments. In remote learning, the availability of support systems, such as teachers, tutors, and peers, can vary widely (Zawadka et al., 2021). While some students may have access to robust support structures, others may lack these support systems and feel isolated, impacting their motivation and learning outcomes. This divide is exacerbated by access to digital libraries, research materials, and other educational resources that may differ based on geographic location and institutional funding, causing a resource-rich vs. resource-poor divide among students.

 

References

Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher education studies, 10(3), 16-25.

Becker, S. P., Breaux, R., Cusick, C. N., Dvorsky, M. R., Marsh, N. P., Sciberras, E., & Langberg, J. M. (2020). Remote learning during COVID-19: Examining school practices, service continuation, and difficulties for adolescents with and without attention-deficit/hyperactivity disorder. Journal of Adolescent Health, 67(6), 769-777.

Jenay Robert. 2022 Students and Technology Report: Rebalancing the Student Experience. Research report. Boulder, CO: EDUCAUSE, September 2022.

Zawadka, J., Miękisz, A., Nowakowska, I., Plewko, J., Kochańska, M., & Haman, E. (2021). Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic. Education and Information Technologies, 26(6), 6973-6994.