Reflections on Distance Learning

'Whilst distance learning has definitely pushed me to approach schoolwork differently by relying more on self-directed learning, my initial eagerness for the possibility of independent study time without a single distraction faded away after the first week. The teachers tried their best to stay in touch via technology, but without the interaction and the diverse learning environment that makes school 'school', I was stuck in a room with a screen, a keyboard and a growing email inbox of work to complete that day. To be able to learn independently is an important skill for sure, but teaching and learning is much easier when you can communicate both ways, and I feel so much more motivated when I am working alongside my teachers and my peers, face-to-face.'
- Emma Zou | Year 12
 

'During the unfamiliar yet exciting change that was Distance Learning, I have come to a realisation that formal education can occur outside of a schooling institution. Even though this may not be the traditional method of doing things, I personally enjoyed it very much and found that it was indeed an exciting and thrilling experience, even if it had taken me a few lessons to fully equip myself to get the best out of schooling from home. This program has also personally helped me to analyse myself as a student, allowing me to understand my weaknesses better, in addition to coping with complex educational matter with the absence of a teacher, allowing me to take more responsibility for my work.'

- Yashvardhan Verma | Year 10

Director of Teaching and Learning, Mr Geoff Gates asked two students to articulate their thoughts on Distance Learning, and they responded in different, but equally valid ways. Emma thought about the independent nature of study away from the classroom and the technology available, but missed the physical presence of her teachers and peers. That’s a good sign as we return to School! Yashvardhan focused on the possibilities the experience brought of home learning offered, and what he discovered about himself as a learner, including increased personal responsibility – another great outcome!

There were two distinct phases in our Distance Education Program. The first phase focused on the Learning Design Approach – from shallow to deep learning, via a sequence of skills and knowledge, moving to application and creativity. The second phase featured increased interactions and engagement with the students via video and audio conferencing – technologies that allow teachers to ‘live stream’ and to record instructional videos, and embed these within platforms such as OneNote. As ever, there is much more to learn, as well as practical hurdles to overcome. 

We thank our students and their parents and carers for their positive approach throughout the unique challenges of Distance Learning and COVID-19. One of the steps in the “What Can Be” thinking routine is to predict how systems might change in the future. The fact is that we don’t know – hence the need to keep positively planning for ‘how things could change, and what can be.’