Approximately 98% of all families with school-aged children reported engaging in at least some online learning in August 2020, according to the United States Census Bureau. I discussed “How to Set Virtual Learning Expectations For Students” in this article.
Even while there had already been remote learning before the Internet, this marked the first substantial shift toward virtual learning.
Teachers around the country were suddenly forced to think about the potential of teaching in this unusual environment of a virtual classroom with little to no preparation.
They overlooked the fact that setting explicit virtual learning expectations for students was a critical first step to success in online teaching, just as they had done in their physical classrooms.
Standards for virtual learning are different from those in traditional institutions, yet they are still very important.
Without them, managing your eLearning environment could be awful.
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Contents
Why Are Expectations for Students Important in eLearning?
Students of all ages walk into our classrooms on the first day of school with bright eyes, eager to learn from our subject-matter expertise through projects, practical activities, peer-to-peer interaction, and teacher-led instruction.
However, great teachers know the importance of establishing a community of standards and fostering a positive learning environment before sharing any of our knowledge with these eager students.
This neighborhood has expectations. They act as the compass that directs students. Setting expectations early on can improve student motivation, foster a sense of trust between students and teachers, and help with classroom management issues.
It’s critical to communicate expectations to distance learners.
Why?
Virtual learners are unable to read body language and facial expressions as effectively as traditional students because they are not physically present in a classroom with other pupils. One of the key differences between classroom instruction and online instruction is this.
Online students are less likely to seek help, clarification, or a quick deadline reminder since they have fewer communication alternatives than their peers who attend classes in person.
Students are more likely to succeed if they are ready for online learning. For digital learners, success is strongly based on understanding their needs.
How To Set Virtual Learning Expectations for Students?
1. Workspace Expectations
Every digital student has a private workspace that is unsupervised by the teacher or organization, however, this may not be immediately obvious. Many people need assistance in developing a supportive learning environment.
Teachers can decide what is essential for students to have nearby by taking into account their subject area and teaching level. Depending on these variables, a few recommendations are:
- The environment is quiet and devoid of distractions like dogs, siblings, toys, and games.
- a space on the floor that is clean and well-lit where they can plug in their gadget.
- Office supplies include things like pens, pencils, crayons, glue, and paper.
2. School Day Routine Expectations
Since there is no bell schedule, bus pick-up time, or parent drop-off time, many students will rely on the online instructor to publish precise login hours for students and preserve that pattern. Students should be made aware of the specific requirements for attendance and academic days, and reminders should be given frequently.
Think about and say the following routine expectations for school days:
- When will users be able to log in and out of your virtual conference platform?
- What activities will need students to turn on their microphones and cameras, and which ones will require them to muffle them? Is it ever appropriate to leave the camera?
- Should students ever utilize the “chat” feature?
- How do I go about asking a question?
Students who want to excel must adhere to the daily plan, regardless of their decisions.
3. Turning-Work-In Expectations
Many institutions have submission policies that are unique to certain platforms. Some individuals use email. Others receive completed work using a variety of techniques. Make sure that virtual students are informed of the correct methods for submitting their work, regardless of what the teacher or institution decides.
It is a great idea to practice turning in samples before the work is actually taken into account for their grade to ensure that everyone is comfortable with the procedure and there are no technical difficulties.
Another aspect of this anticipation is the timing. Compared to traditional students, virtual students are more exposed to different time constraints and learning requirements. In a digital setting, submitting something “on time” could imply many things.
In a conventional classroom, assignments are normally turned in at the end of the class period or at the start of the next. The due dates for long-term assignments for online students may have varied timeframes on them because they are time-stamped when they are submitted.
The online instructor may mention the time of day on the due date. Teachers may consider late hours, weekend hours, or even holidays when determining due dates.
Distance learners must be aware of the turn-in processes if they are to follow them effectively.
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