No Student Left Behind: The New Learning Approach during the COVID-19 Pandemic

The lockdowns in response to COVID-19 have interrupted conventional schooling with nationwide school closures.
While the educational community have made concerted efforts to maintain learning continuity during this period,
school institutions will need to reinvent their learning environments so that digitalization expands and complements
student-teacher and other relationships. Online programs should be designed in such a way that they are creative,
interactive, relevant, student-centered, and group-based (Partlow & Gibbs, 2003). When done accordingly, distance
learning can meet the same standards, expectations, and learning goals of any face-to-face class.

The first type of distance learning approach is called Asynchronous Online Course. This requires instructors and
students to participate in learning activities on independent schedules. Readings are indicated in the class schedule,
links to external resources and recorded lectures are provided, and students post to discussion boards, submit
assignments, and take exams on their own schedules within given time frames. Collison, Elbaum, Haavind, and
Tinker (2000) note that discussion boards, in particular, can “extend reflection time” and offer the “opportunity to
compose thoughtful, probing contributions”. Meyer (2003) also argues that asynchronous tools such as discussion
boards can aid in higher order thinking for students.

The second type of distant learning approach is called Synchronous Online Course. This requires the presence of
both parties at the same time for teaching and learning to take place. It is therefore also referred to as ‘live’ or real-
time instruction. Synchronous learning has been considered as a solution for the difficulties encountered in distant
education—where non-verbal and synchronous interaction is critical for the success of learning (Ruippo, 2002). An
additional benefit of online synchronous instruction is that it also eliminates the costs related to travel and time away
from home or worksite (Hannum, 2001), while still providing immediate interaction among teachers and students.

Hybrid learning environment

gives students the privilege to understand and to explore the real-world issues through authentic
learning experiences, facilitated in an online learning environment (Ellis, 2001). Hybrid learning,
or blended learning, “combines online with face-to-face learning. The goal of [hybrid] learning is
to provide the most efficient and effective instruction experience by combining delivery
modalities”
Hybrid learning environment
gives students the privilege to understand and to explore the real-world issues through authentic
learning experiences, facilitated in an online learning environment (Ellis, 2001). Hybrid learning,
or blended learning, “combines online with face-to-face learning. The goal of [hybrid] learning is
to provide the most efficient and effective instruction experience by combining delivery
modalities”
Hybrid learning environment
gives students the privilege to understand and to explore the real-world issues through authentic
learning experiences, facilitated in an online learning environment (Ellis, 2001). Hybrid learning,
or blended learning, “combines online with face-to-face learning. The goal of [hybrid] learning is
to provide the most efficient and effective instruction experience by combining delivery
modalities”
Hybrid learning environment
gives students the privilege to understand and to explore the real-world issues through authentic
learning experiences, facilitated in an online learning environment (Ellis, 2001). Hybrid learning,
or blended learning, “combines online with face-to-face learning. The goal of [hybrid] learning is
to provide the most efficient and effective instruction experience by combining delivery
modalities”
Hybrid Course, the third type of distant learning approach, is preferred with by students as their online of choice.
The learning outcomes and academic achievement are stronger with hybrid than for either face-to-face or online
teaching alone. Hybrid Course gives students the privilege to understand and to explore real-world issues through
authentic learning experiences, facilitated in an online learning environment (Ellis, 2001). It should come as no
surprise then, that hybrid learning is often cited as the most effective approach.
The final distant learning approach is called Modular Distance Learning. Modular course design enables flexibility
in providing interchangeability, transferability, and portability of digital learning objects as well modules and course
materials (Hai-Jew, 2009). The course modules offer the instructor the ability to enhance, interrupt, change order of
materials to be covered, or deliver chronological and sequential of instruction. Moreover, modules can help the
students recall information fairly easily requiring a very low level cognitive skill or memory recall (Crowder, 2011).

The COVID-19 pandemic made people realize that scenario planning is an urgent need for academic institutions
(Rieley, 2020). In these uncertain times, it will be critical to reflect on the role of educational systems in fostering
resilient societies. Ensuring that all young people have the opportunity to succeed at school and develop the
knowledge, skills, attitudes and values that will allow them to contribute to society is at the heart of the global
agenda and education’s promise to the future society. The current crisis has already tested the teachers’ ability to
deal with large-scale disruptions. It is now up to the students to build as their legacy a more resilient society.

REFERENCES:

Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: Effective strategies for
moderators. Madison, WI: Atwood Publishing.

Crowder, L. (2011). “How to Develop Modular Content in 4 Easy Steps”. Retrieved from
http://www.learninghouse.com/blog/publishing/how-to-develop-modular-content-in-4-easysteps.

Ellis, A. K. (2001). Teaching, learning, and assessment together: The reflective classroom. London: Eye on
Education.

Hai-Jew, S. (2009). “Strategies for Modular Builds in E-Learning”. Retrieved from

http://www.researchgate.net/publication/29806038_Strategies_for_Modular_Builds_in_ELearning.

Hannum, W. (2001). Web-based training: advantages and limitations, in: B. H. Khan (Ed). Educational Technology
Publications, 13-20.

Meyer, K.A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. JALN,
7(3), 55-65.

Partlow, K. M., & Gibbs, W. J. (2003). Indicators of constructivist principles in internet-based courses. Journal of
Computing in Higher Education, 14(2), 68–97.

Rieley, J. B. (2020). Corona Virus and its impact on higher education. Research Gate.

Ruippo, M. (2002). Music studies in synchronous learning environments.