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Television is one of the most efficient technologies to deliver lecture-based lessons and facilitates multiple form.

Students can watch the programmes multiple times, allowing them to review or revise the content.

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Three main types of programmes for educational television

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Three main types of programmes for educational television

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Live broadcasts

Involve teacher in a staged setting and broadcasting a lesson. Passionate teachers with good sense of humour are encouraged to use this.

Existing pre- recorded broadcast

A staged teacher introduces videos and aligns them to the curriculum. Teachers need to consider the problem such as copyright, licensing and video quality while compressing.

Edutainment programmes

Have engaging and educational elements, and many countries have a list of private and non-profit organizations to provide these programmes.

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Designing and facilitating TV-based distance learning

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Designing and facilitating TV-based distance learning

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1.    Conducting a rapid assessment of household access to TV sets
Teacher can contact students’ parents make sure that they can access to TV and they have relevant textbook or learning materials.

2.    Preparing schedules for TV programmes

Make a time table on the TV programmes and list out the levels and subjects will be taught at the specific time.

3.    Communicating regularly

Teacher should interact frequently with parents and students to discuss about students’ progress and problems faced.

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· Tell students to be prepared before watching the programmes such as textbook and relevant exercise books

·  Watch TV programmes together with the students to know what students have learned and experienced in that duration.

·  Collect feedback from parents and students to evaluate the effectiveness of Tv programmes.

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Formmative Assessment for TV-based distance learning

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Formmative Assessment for TV-based distance learning

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Use print material to supplement the TV programmes such as handout or workbook exercises and give a checklist to let them know their achievement and improvement.

Engage with parents by informing them students’ academic performances.

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Distance learning describes any learning that happens without the students being physically present in the lesson. This could also apply to the teacher in certain situations.

Historically, this described correspondence courses in which students would communicate with their schools or teachers by mail. More recently, distance education has moved online to include a huge range of systems and methods on practically any connected device.

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Video conferencing is a common way for teachers to interact directly with students in live lessons. This could be a one-on-one session or a class-like scenario in which multiple students connect to the teacher live.

Synchronous learning is when all the students learn together at the same time (and often even place) but the instructor is at another location. It often features video or teleconferencing that connects teachers and learners digitally.

Asynchronous learning is a less connected but also less constrained format. Instead of live online lessons, students are given learning tasks with deadlines. They then self-study to complete the assignments.

Open-schedule online courses add yet another layer of flexibility. It is a type of asynchronous course setup, except there aren’t any deadlines either. This is ideal for learners with other demands on their time, such as professionals or stay-at-home parents.

Fixed-time online courses are a type of synchronous course that requires online users to all visit a specific virtual location at a set time and place (e.g. a webinar). Unlike more rigid synchronous lessons, this does allow students from anywhere in the world to connect and interact online.

Computer-based distance education is a fixed-time, synchronous lesson on computers, usually a computer lab. This is most common in existing institutions that already have access to the necessary devices.

Hybrid learning is a specific type of blended learning where students are learning the same lesson in real-time (i.e. synchronous distance learning) but some of the students are physically present while others are learning remotely.

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How is distance learning different from regular learning?

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How is distance learning different from regular learning?

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Distance education is clearly different from regular education in terms of a student or teacher’s physical presence. For the most part, it translates into increased freedom for both learners and educators, but it also requires higher degrees of discipline and planning to successfully complete the course of study. The enhanced freedom of remote learning is most clearly seen in the fact that students can choose courses that fit their schedules and resources. (Teachers can do the same.) And in the case of digital learning, students can also choose the location and teaching styles that best suit their needs.

The flip side of freedom, however, is the discipline required to make the most of the lessons. Students need to self-motivate in order to actually get the work done, especially in systems that don’t require them to be present in some specific time or place. Teachers also need to be better organized with contingencies should their students need additional explanation, again especially if they are not teaching live and able to “read the room.”

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Flexibility

The top benefit of distance education is its flexibility. Students can choose when, where, and how they learn by selecting the time, place, and medium for their education. For those who want direct, live access to teachers there are video conferencing options. But for students who may be doing their training around a job or other responsibilities, a more relaxed schedule may work better. There are options to match virtually anyone’s needs.

Easy Access

Whether due to remote location or being differently-abled, some students lack basic access to educational facilities. Remote learning programs offer every student the opportunity to learn and improve themselves in the environment they find the most effective.

Less Cost

Thanks to the scalable nature of digital learning especially, distance learning is driving down the cost of education. Online degrees are becoming almost commonplace, and there are even accredited online-only universities that can eliminate expensive infrastructure overhead and get straight to the teaching.

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Aishah, Hanan, Lynn

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Blended learning is an approach to education that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods. It requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace.

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Fatini, Faris, Alissa

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Blended learning is digital learning that can be accessed anywhere the student has internet access, 24 hours a day, seven days a week; face-to-face instruction with a certified instructor; and project-based community-service learning activities. Combining all of this with a teacher who is persistent in making sure students visualize the goal of completing high school and beyond, there is no justification for students being left behind. Students are attracted to this model because they can work at their own pace while having teachers on hand to give guidance in the areas that they need help, and they can give back to the community. Students receive grades based on a combination of their completion of coursework through the digital learning system and lessons teachers create based on standards addressed in the community-based projects.

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The ministry kf education should develope a curriculum framework that includes blended learning in the lesson.  The most energizing aspect of this framework is that teachers have the autonomy to take risks and be as innovative as they can think to be.

We should plan to continue this model even post the era of COVID-19 with virtual instruction. As we plan for what school will look like this year, we will incorporate live virtual instructional sessions with recorded on-demand lesson presentations. Students will still have access to their digital learning program, but this will be supplemented with live sessions and prerecorded teacher mini-lessons that students can also watch if they are unable to attend the live sessions and need additional help. Each teacher will have virtual office hours to answer student questions and to provide feedback on assignments. Community members will be invited to speak with students during virtual sessions to aid students in their project-based learning activities.

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Home-based distance learning under covid-19 crisis

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Home-based distance learning under covid-19 crisis

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The COVID-19 has resulted in schools shut all across the world. Globally, over 1.2 billion children are out of the classroom.

As a result, education has changed dramatically, with the distinctive rise of e-learning, whereby teaching is undertaken remotely and on digital platforms.

Research suggests that online learning has been shown to increase retention of information, and take less time, meaning the changes coronavirus have caused might be here to stay.

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Coronavirus: Teaching Kids and Working From Home During the COVID-19 Pandemic

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Distance Learning Tips

Establish routines and expectations.

Choose a good place to learn.

Stay in touch.

Help students 'own' their learning.

Begin and end the day by checking in.

Establish times for quiet and reflection.

Encourage physical activity and exercise.

Manage stress and make the most of an unusual situation.

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COVID-19 has led to a global widening of gaps between those with opportunities to learn, in particular those who could access online lessons and resources and had continued engagements with their teachers, and those with few or even no opportunities to learn during school closures.

Many governments have therefore rolled out multiple learning modalities, including those which require no technology or technologies that are more commonly available. When planning such initiatives, it is helpful to distinguish between high-tech modalities (like online platforms and apps) and low- or no-tech modalities (like TV, radio, SMS and printed learning materials), which have the potential for much higher reach

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Distance learners usually depend heavily on paper-based learning materials like books and study guides. These materials can be distributed by post, email or websites. Print-based distance learning can be useful when there is no internet access, and when paper is supplementary to online teaching.

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Key elements of print-based distance learning lists its potential and limitations, as well as the gaps that teachers need to address.

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Designing activities for print-based distance learning

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Designing activities for print-based distance learning

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The most common strategy is to incorporate a problem or activity into the text.

Teachers must find ways to encourage learners to engage with the activities and undertake deep learning, such as providing a variety of tasks that meet individual needs.

Being flexible with production specifications can accelerate the printing process and reduce costs.

The print materials need to be distributed well in advance.

Students need to know exactly which materials they have to engage with and by when, so teachers must give them clear instructions for use and a clear timeline.

Print materials are inherently non-interactive, so teachers should embed instructional principles that encourage deep thinking and high-quality feedback.

Teachers should design motivating tasks that include clear goals, content, formats, output, evaluation criteria and real-world relevance.

Tasks should be vivid and meaningful, promoting students’ critical thinking skills and personal growth, and inspiring them to pay attention to social issues.

Instructions for each task should be clear for the learner, so that parents and caregivers are not over-burdened.

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Organizing and monitoring print-based distance learning

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Organizing and monitoring print-based distance learning

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Fully Prepare for the materials and directions of the course for students

Teachers must ensure the distribution of the printed materials before the beginning of the course and leave time to deal with technological problems. A clear direction of the course and how to use the printed materials should be prepared in advance as well, and adaptation can be made according to students' feedback.

Provide a considerable schedule for both teachers and students.
Teachers should suggest a detailed daily study plan weekly or monthly for students to clarify learning tasks and assignments, and the time to complete. An official timeline of every submission and test can hold students to focus on the learning outcome and force them to complete it on time, facilitating their self-assessment and reflections to become a habit.

Active interaction and communication with students
The learning process needs constant, active, and timely communication to adapt learning content and schedule, solve learning questions effectively, and even personalize learning; provide immediate feedback will motivate students as well.  Teachers need to ensure stable communication tools and routine and design activities that need interactions, and try to integrate diverse ways to communicate based on the need and the features of tools, such as via mail letters and text messages.

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Formative assessment for print-based distance learning

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Formative assessment for print-based distance learning

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Multiple-choice tests can assess different parts of the curriculum and measure achievement at various levels.

Journal writing is a useful tool for encouraging student reflection, and teachers can assess journal entries with a rubric.

Essays are flexible and can assess higher-order learning skills, but they are time-consuming for teachers to mark. Teachers can expedite this by preparing a marking scheme with anticipated comments and responses.

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teachers' roles, working condition, & rights under covid-19