How has Social Distancing brought in New Norms of Learning?

If the last two years have taught education leaders anything, there are very genuine chances for future reform. Parents, teachers, and students have all been affect by the now-common practice of social distancing, but education experts and analysts have also been involve.

As the school year draws to a conclusion and summer approaches, the question is not how schools deal with this exceptional scenario but what they have learned and what they will do in the future.

One of the most recent developments that can be consider an outcome of social distancing is the ‘digital classroom’.

Teaching and learning have altered as a result of technological advancements. Classes that used to be limit to lectures, discussions, and physical objects no longer need to be design in this fashion. Instead, teachers and students now have access to a digital toolset that includes everything from engaging devices to online courses and digital textbooks.

According to projections, the global e-learning market will exceed 243 billion dollars by 2022.

This analysis and projection aren’t only for the coming school year but for years to come.

It’s brought to question – Where does social distancing leave public education and schooling? The future consequences will become evident after you understand what you have learnt thus far.

Online Learning and Social Distancing

School kids are turning to online learning as social distancing measures continue to be enforce. Curricula are made available via online platforms, teachers can be reach by email and live streaming services, and parents play an essential part in assisting course work.

If students are to complete their education while governments regulate the spread of COVID-19, they need to get accustomed to the online platforms.

On the other hand, these new remote arrangements are predicated on the assumption that students can and will learn remotely and that their homes are productive and safe learning environments.

Even though schools and governments have offered to loan laptops and mobile internet devices to students in need, those previously disadvantaged in school are now at risk of considerably more profound, long-term inequity.

• Recognising the inequity in online education

Students from affluent socioeconomic situations have a distinct advantage in this new learning environment, not only in terms of access to technology but also other resources.

Several students at various year levels may need to be accommodate in a family home, each with its own set of study requirements.

Parents and caregivers will need to be computer and laptop savvy. In addition, every home in cities, towns, and rural/remote locations will require a reliable internet connection with a good data plan.

Students will also need to communicate their needs in written form via email effectively.

This could be a challenge for students with inadequate numeracy and literacy skills and teachers. Who aren’t use to expressing more complicate ideas and comprehended their students’ requirements solely through textual communication.

It’s not only about having the right tools; it’s also about understanding the cultural and social environment.

• Access to social and cultural resources

Children with professional, educated parents who are fluent in English and are familiar with Australian educational standards will surely do better than those from low-income families.

Whereas students with parents who have chronic mental with/or physical health issues or households facing inter-generational unemployment. A history of long-term homelessness, and students whose parents’ education level cannot meet the basic needs of the curriculum.

There are disparities in curricula across the board, and not all children attend mainstream schools.

• Zoom exhaustion

Although many intelligent setups are built for continuing the lessons, a recent tendency, Zoom fatigue, has create nuances among all students.

It is a feeling of exhaustion after participating in zoom classes or video conferences.

With the amount of time spent in front of a screen increasing dramatically. The mind is being bombard with information, making it harder for the brain to process it all.

Over-involvement of parents has contribute to the anxiety and stress that already exist.

Parents have taken it upon themselves to become heavily involve with their children and their online lessons because they are restrict to the walls of their homes.

• Getting ready for the long-term effects of COVID-19 on young people

It will be a test for online learning models and FLO teachers alike and those who interact or teach in applied contexts. How FLO schools manage to execute programmes via digital means.

Communities of practice are critical to the well-being of vulnerable youth, yet they are currently illegal due to COVID-19 regulations.

You must be prepare for the effects of social distancing on people. Who require one-on-one assistance and whose primary goal is to wake up and go to school.

Apart from the obvious implications for health and the economy, COVID-19 has brought society’s long-standing imbalances to light.

Supporting and sustaining the most vulnerable and those living on the outskirts of society requires extra foresight.

One method to overcome this is to engage all types of professionals and young people. Themselves in the national COVID-19 Commission, so that young students’ perspectives may be hear.

• Tools to encourage teaching-learning more interactive

Using user-friendly tools to make online teaching more creative, innovative, and interactive is presently a trending topic of discussion and development.

The COVID-19 pandemic swiftly highlights the importance of online education in teaching and learning.

Concerns are on how teachers may utilise online learning as a solid instructional tool by incorporating technology into existing curricula. Rather than treating it purely as a crisis-management tool.

Doing so would help and prepare the educational system for future uncertainties.

Students’ engagement can be increase, teachers’ lesson plans can get improve, and personalise. Learning may be facilitate by using digital learning technologies in the classroom.

It can also assist pupils in developing critical 21st-century abilities, along with quick access to resources for their paper help.

However, it’s vital to remember that technology is a tool for education, not an end in itself. What educators do with educational technology and how they use it to best support. Their students’ needs is where the promise of educational technology lies.

As a result of the COVID-19 epidemic, instructors and students/learners should be educate on using various online educational resources. In addition, when regular courses resume following the COVID-19 epidemic. Teachers and students should be encourage to continue using online technologies to improve teaching and learning.