Distance Learning via Google Classroom in GCSE English
Some background
A lot of my learners had asked me throughout the year for revision material and practice papers. In my experience however, I had found that a lot of the online material that was out there wasn't really tailored for their needs. I also knew that sending them links to online learning packages wouldn't be as engaging as learning in a classroom amongst peers.
It was here that I encountered Mirriahi et al (2015) paper, A Blended Learning Framework for Curriculum Design and Professional Development (full link below). In it, they argue that for online learning experiences to be meaningful they should include "self-directed, interactive and collaborative learning activities" that use "a range of online feedback methods" (2015:5-6).
It was with this in mind that I decided to build my own content, and use Google Classroom to design revision material for my learners. I ran the online course seperate from my class-time with them and expected them to complete this work in their own time. By using Google Classroom in this way I could still give feedback on their work, and ensure that the activities allowed for collaboration and self-direction.
The platform
I created a new Google Classroom, in addition to the one I'd used with the group, and called it ORM (for Online Revision Module). I focused the revision on module on a specific topic - Critical Evaluation - as this was something my learners wanted more practise with.
I used Adobe Spark to create webpages with information that learners could access.
The button on the right will take you to one of the web pages I created using Spark.
Learning activities
Learners were encouraged to collaborate in the online classroom by annotating a shared document on Google Drive. The image below shows some of these annotations. This worked well as each of the learners could see each others' responses.
Another learning activity had learners answer an example question on their Google Classroom which I could then provide feedback on. This was a really useful individual check on their learning and progress week by week. Below is an example of some of the feedback offered as part of the course, using the comment function on Google Classroom.
Findings, and student reflections on the online module
In total, the online module ran for three weeks.
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18 learners opted to join the module (it was optional).
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12 learners completed the first week's activities
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9 learners completed the second week's activities
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8 learners completed the third week's activities
I asked learners at the end how helpful they had found the online module. The results are as follows:
These results indicate:
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the majority of learners felt as though their skill and knowledge in critical evaluation developed as a result of completing the online module
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all learners felt as though the module contributed to their skill and knowledge in critical evaluation
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some learners were interested in further online modules on other topics (from the free comments section of the form)
Reflections, and next steps
I feel that this approach was a valuable one for the learners that participated. The topic of critical evaluation is a challenging one for learners, but it still translated well to be delivered solely via an online module.
In the 18/19 academic year and beyond, I'll will look to run other online modules in this manner for my GCSE English learners. I would like to explore more collaborative online activities, such as discussions boards in which learners can respond to one another, perhaps through peer assessment. Considerations must also be made to learners that might prefer completing work at home using more traditional, paper-based methods.
Bibliography
Mirriah, N. et al. (2015) A blended learning framework for curriculum design and professional development. Research in Learning Technology. 23 (1) pp. 1-14.