Questions about Online Learning

by Tracey Tokuhama-Espinosa, Ph.D.

Frequently Asked Questions about Online Learning

Start

Schools face many different challenges as the 2021-2022 academic year begins. We have developed some tools which hope helps plan.

Should you return to in-person learning?

If your school is struggling to decide if it should return in person, see the decision tree

here

(https://thelearningsciences.com/portfolio-items/decision-tree-how-to-open-schools/?lang=en).

Why should teachers be optimistic?

If your staff is feeling disgruntled, learn why there has never been a better time to be an educator thanks to technology and neuroscience by watching the video

here

(https://thelearningsciences.com/portfolio-items/never-a-better-time-to-be-an-educator/?lang=en).

What hardware and software are necessary to go online?

If you need to choose a learning management system (LMS), and/or video-conferencing tools, see the decision tree

here

(https://thelearningsciences.com/portfolio-items/virtual-class-organization/?lang=en).

What steps are needed to go online successfully?

If you are planning to go online, to trying to maximize your potential online, see the decision tree

here

(https://thelearningsciences.com/portfolio-items/virtual-class-organization/?lang=en).

What is the difference between Emergency Remote distance learning and high quality Online learning?

If you do not clearly understand the differences between “Emergency Remote” teaching and high quality Online Learning, see the comparative chart

here

(https://thelearningsciences.com/portfolio-items/emergency-remote-teaching?lang=en).

What evidence is there for or against online learning for younger children?

If you are an Early Childhood Educator going online, see the bundle of research

here

(https://drive.google.com/drive/folders/10s9iLEJXgiI04rWd3hB8jk2ve0rmvZTb?usp=sharing).

When should I use synchronous activities and when should I use asynchronous activities?

If you are trying to decide whether to use asynchronous or synchronous activities, see the decision tree

here

(https://thelearningsciences.com/portfolio-items/decision-tree-activities-and-resources-for-face-to-face-and-online-classes/?lang=en).

What are the main benefits (drawbacks) of asynchronous ad synchronous activities in both online and face-to-face classes?

If you have experience with online teaching, and want to know more about leveraging synchronous and asynchronous teaching, see the content learning benefits, versus social learning benefits comparison

here

(https://thelearningsciences.com/portfolio-items/synchronous-vs-asynchronous-activities/?lang=en).

What kinds of EdTech Tools are available to teachers (for free)?

If you would like to see a Taxonomy of Digital resources, see the infographic

here

(https://thelearningsciences.com/portfolio-items/a-taxonomy-of-digital-educational-resources/?lang=en).

What are the descriptions of EdTech tools freely available to teachers?

If you are interested in descriptions of Ed Tech tools and a variety of offerings from providers, see this list with hyperlinks

here

(https://thelearningsciences.com/portfolio-items/edtech-tools/?lang=en)).

What are the basic steps in great instructional design?

IF you want a step-by-step guide on structuring an online class, watch the video

here

(https://thelearningsciences.com/portfolio-items/instructional-design-12-steps-to-a-great-course/?lang=en).

What pedagogies, activities and strategies work equally well online as in fact-to-face?

If you are interested in learning more about which teaching strategies are equally effective online as in face-to-face learning, see this list

here

(https://thelearningsciences.com/portfolio-items/40-pedagogies-that-work-the-same-or-better-online-than-in-face-to-face/?lang=en).

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