Remote learning: benefits and challenges

The Education Administration of Rezekne, in cooperation with the co-ordinators of training fields, carried out a survey of teachers of general educational institutions regarding the provision of the remote learning process in the circumstances of the state emergency situation. The survey was designed to identify the challenges and benefits of remote learning.
The data obtained was a pleasant surprise, as the teachers' replies showed that teachers can deal with challenges and are able to overcome the difficulties caused by the emergence of an emergency in the country.
In implementing the remote learning process, as well as providing communication and reflexion, the teachers of Rezekne municipality use the most digital resources such as uzdevumi.lv, Google, WhatsApp, E-class, Soma.lv. It is also important to welcome the fact that natural scientists have also intensified their attention to the possibilities of ArcGIS, whether some of the teachers actively use the Padlet.com of sites, Kahoot, Quizizz, etc.
By learning, the accent in the learning process has changed. Teachers noted that practically always:

• An hour is given a clear result and the tasks are described in a simple, simple language
• Together with colleagues, teachers discuss the difficulties and problems to be solved
• Teachers engage in mutual exchange of ideas/share good practice with their school teachers to improve the learning process
• Students are given clear job evaluation criteria or performance level descriptions
• Support and respectful feedback on performance during remote learning
• Formal evaluation is used in the learning process
• Works are developed according to their teaching style and the current situation
• Collaborating with parents in the care of improving the performance of pupils

Of course, the remote learning process also introduced corrections to the use of different options, as it was recognised by a teacher that “it was necessary to reveal a lot of interesting things that can be used in the learning process. There are n-those folders in the office where there are so many material, but it turns out that the folders are calmly overlapping with dust, but the process has not stopped. The benefits of the survey are as follows:

• New digital tools and experience to work with digital tools
• The material must be selected on a daily basis and accentuated to the most important teaching substance
• Diversified approaches to learning process
• Is an accent on creative approach
• Perform detailed scheduling of your work
• New experience of working with published digital learning materials
• Progress towards competencies-based learning (Scotland 2030)

The final statement is clearly one of the most important, as the implementation of the improved competencies-based learning content will be launched in the first September of that year and the remote learning stimulated the introduction of another learning process, which is largely reflected in the Scotland 2030 accent.
The reflection of reflection is the conclusion of teachers that communication barriers or errors are often observed with regard to pupils and were unable to absorb the planned volume. The question arises: is the fact that students are not able to understand and execute the planned is only their responsibility? Perhaps the teacher should pay greater attention to clear and understandable descriptions, work execution steps as well as volume when assessing his work and the preparation of the materials. Whether what the pupil is doing, helping the teacher's presence, comments, and support of the classmates can be performed at the scheduled time, being alone, can be done at the specified time? Certainly not always. It has also been heard that, for example, in mathematics, parents from classes 6-7 are not able to provide support.
One of the questionnaires was the challenges faced by teachers in the remote working process. They are:

• Increased load and advice for pupils outside planned working time
• Ability to respond flexibly to the situation
• Time management
• Preparation of suitable teaching materials
• Technological problems (Internet, software etc.) for both teachers and pupils
• Hours online with webcam

Similarly, on the basis of the survey data, how the issues to be raised in the near future have evolved into cooperation with their colleagues in the planning and implementation of the learning process (interdisciplinary projects) and encouraging pupils in the remote learning process to teach each other, to jointly search for answers and to assess each other's work (from experience - the involvement in evaluation can be accomplished by using Google forms, Padlet.com and other forms)
Teachers have also stated that “it is harder to go to the Russian-language children because not everyone has sufficient knowledge and skills in the language of the country, both in reading and text and in language application”. Here, too, the “underwater stones” are discovered, which show what has been done in previous years and clearly say something to be pursued in the pedagogical process.
As the objective of the survey was quite positive, i quoted the main teachers' findings resulting from the remote learning process
On the work of pupils:

• Improved student reading skills, self-employed skills.
• Digital literacy is improving and digital devices are no longer a game, but a working instrument.
• The ability to acquire self-employed work/planning skills, be responsible for their work.
• Thanks to Online tools, students have the opportunity to learn English in the form of a game
• The learning process has become much more individualised because the teacher is constantly in contact with each pupil (remote learning gave the opportunity to engage in pupils who were shy at the time of learning and had no chance to express their opinion.) Communication with some children has become stronger than real life. Some have better learning outcomes.
• Students who are always in the course of the learning process, also in remote learning, are active, cope with tasks! There are also so-called centuries trying to move forward. And, of course, there are indifferent who, without encouragement, support, are not able to learn independently. At present, there are problems which must be overcome by both the pupil and the teacher, and are we able to deal with them. It is also an indication of whether a competency-based education will be successful, as remote learning needs to prove its maturity for self-managed work.
• The satisfaction and joy of individual pupils who “disappeared” in the day-to-day work of the class, but there is currently a very strong self-managed learning – all tasks are carried out with great responsibility. The student is planning his day, chooses the order and time of the tasks, each working at his own pace
• All students are working in the process, the process is more creative and more interesting, as Internet resources can be used at any time
• No problem with discipline, pupils less busy.
• Children of small schools are enormous, because they are finally forced to learn and learn. It is always more convenient for a teacher to “stick” a finger in the correct answer. There is no chance now.

For co-operation with parents:

• Parents have the opportunity to assess their child's abilities, skills and skills. Parents are forced to pay more attention to their child.
• Finally, parents assess the role of the teacher in the development of the pupil and the learning of the learning substance.
• Some parents pay more attention to their children, know new technologies with children
• Cooperation has become closer and parental responsibility for pupils' achievements has increased.
• It is astonishing, but in this way organizing the learning process, it is perfect to see what is happening in the family. Both during the conversation and how the tasks are performed and feedback is provided.
• Thank your parents for your work!

Teachers for themselves and remote work:

• Change of attieksmes - Each employee becomes a manager for himself.
• Improved digital skills, new working methods. New opportunity to use platforms that were previously unworked
• We receive much support from the school administration
• Learning remotely will assess, review and appropriately assess the teacher's mission, while students will understand how complex the teacher's work is, which includes not only the transfer of information, the presentation, etc., but also the presence of eye contact, emotion, empathy and mutual participation.
• You can find and see something positive in each case, despite the situation. It is important to try to find a creativity spark that helps you not get tired even if i don't think i can really do anything and i don't know.
• I am pleased with what i do, because i will learn and practice some new digital things in practice, and i also particularly work to ensure that the tasks are clear, easily understandable. Most students enjoy what we do together. A very good step towards Scotland 2030.
• New culture of contact, self-organisation skills, tolerance, ability to act in unforeseen circumstances.
• Better known pupils and their ability to work independently
• I knew from the pupils' reflexia that the hours online were the best. No tools need to be used, only those who are familiar with students. The distance would have been three weeks to successfully deal with THE skill. It is difficult to ensure research activities and to develop cooperation competences.
• There's a lot of trouble in life until he's tried!

Thank all the teachers who shared their experience and knowledge. Let us hope that the new experience will be based on further pedagogical action.
Education Management Officer Elita Opincane