As part of our research we wanted to look at the impact that remote teaching has had on the students that have been receiving it. We wanted to really evaluate wether or not remote teaching has been up to the task of educating students or if its been detrimental to their education.

What has been the impact of Remote Learning?

Data has been gathered from the LLAKES (Centre for Learning and Life Chances in Knowledge Economies and Societies) research paper ‘Schoolwork in lockdown: new evidence on the epidemic of educational poverty’ as well as a recent NFER (National Foundation for Educational Research) paper ‘Pupil engagement in remote learning’

The LLAkes findings were based on data taken from a long-standing panel of households that have been polled annually since 2010. The report focuses on a sample of 4559 children and took place during the first month of lockdown.

From the information gathered, the key findings were:

• Pupils spent on average 2.5 hours each day doing school work – though the amount of time of focused educational activity is likely to be lower than this.
• Most home work was assignments, worksheets and watching videos.
• On average, pupils got two pieces of homework each day but there was great disparity between groups and regions.
• The extent of online lessons (work and teaching combined) provided varied considerably. In state schools, this was minimal.

How Education Professionals Responded

As well as the households, the NFER study sought the views of education professionals about how effective remote learning had been. The NFER study carried out in 7-17 May 2020 sought the views of 1233 senior leaders and 1821 teacher in state funded primary and secondary schools. The key points that were raised were:

• 63% maintained that schools felt un-prepared for delivering online lessons.
• Schools using established online tools such as virtual learning platforms, rather than school websites, and those communicating directly with pupils had better rates of engagement in learning.
• Disadvantaged pupils were less likely to be engaged in online remote learning. It also identified that engagement with online learning is likely to be lower in schools with highest proportions of disadvantaged pupils.
• Teachers were concerned about the engagement in learning by disadvantaged pupils. Additionally, teachers also had concerns about the low participation in learning exhibited by pupils who have limited or no access to information technology or inappropriate space / environments to work in at home. Many of these pupils may also be disadvantaged. As a result, this study by NFER supports the DFE’s programme to supply laptops to the most vulnerable pupils who do not have access to IT devices in order to promote their engagement in learning.
• The NFER study also highlighted appropriate activities and strategies derived by the education endowment foundation (EIF) that schools can use to maximise the parental engagement in online learning. These include providing practical strategies that parents can follow, including structuring routines. Additionally, the EIF recommends school review the approaches they use to communicate with parents. In particular, they stress the need for parents to feel included in consultations and that they feel comfortable to express their views.

What limitations are there?

Both reports carefully analyse many important aspects in the use of online environments and their impact in providing opportunities for pupils to learn. However, the need to ensure staff are suitably trained and confident to meet their statutory obligations about safeguarding during online contact with pupils still needs to be addressed.  This also includes the need to promote appropriate policies and behaviours that maintain teachers’ professional integrity during online contact with pupils.