There is an urgent need for educators to consider their remote learners' needs during the coronavirus (Covid-19) crisis. In addition to adjusting to this new learning style, remote learners could also be experiencing higher levels of stress, food insecurity, financial insecurity, decreased motivation, changes associated with this learning modality, and other issues. While educators will not be able to address all the problems mentioned above, they can provide emotional support, structured academic guidance to promote a seamless transition to remote learning, and provide relevant information on charities and assistance programs that can aid students during this time of crisis. Furthermore, educators can also become advocates for their students during this time. Here are six strategies that can be implemented to support the remote-learner in a time of crisis.
Guide the Remote-Learner to Reflect on the Moment
Long term, chronic crises require measured solutions; this is a marathon, not a sprint. Everything was moving so fast for most of us before this crisis happened, and as it is unfolding, it seems as though things are in slow motion — yet still urgent. This forced slowdown doesn't have to be torture … stay in the moment and be thankful and appreciative of the positive things — the things that are going right. It is essential to guide the remote learner to reflect on the moment and put things into perspective.
Reduce Anxiety
Structure and organization reduce anxiety. When things are chaotic, it is hard to predict what will happen next, and that contributes to anxiety and the feeling that things are out of control. We have to appreciate the profound sense of loss learners are experiencing, of the academic world that they are accustomed to, juxtaposed onto a strong desire to regain their footing in the midst of rapid changes imposed upon them. If an effort is made to provide structure and organization to the learning environment, then it makes that part of each day predictable, controllable, and less anxiety-provoking.
To reduce anxiety and keep learners focused on the task of learning, the instructor should consistently communicate with students, hold regular office hours, and respond quickly to emails. These strategies ensure that learners can count on you and their university community when needed. This also means that faculty members and administrators must take care of themselves and their families and plan to meet their own survival needs; it is nearly impossible to be there for someone else when you are drowning too. It is no small fact that most tenured faculty and administrative leaders are in the most at-risk age range for this current crisis, and they need support too.
Listen and Communicate
When learners are silent, it may mean that they are taking care of business, focusing on survival needs in their own lives or de-stressing, but it may also mean that they are drowning in stress. We must reach out. We have to listen for the worry and feelings of helplessness and sadness that are red flags to deeper troubles. Comments such as: “I can’t seem to get going” or absence from all online involvement are indications of learners becoming paralyzed with fear. Just as we engage in differentiated instruction as educators, we must use a variety of different methods to reach learners and check-in: mail within virtual teaching platforms, email, announcements, and virtual meetings are good strategies to reach out.
Encourage and Motivate
Help our learners to plan and prepare to meet survival needs so that they can benefit from ongoing learning. Learners are accustomed to planning for projects, papers, etc. — remind them of these strengths and encourage them to prepare in a similar way for this current circumstance. Offer one-on-one or online group sessions to support and motivate learners.
Providing Information on Charities and Assistance Programs
While your institution may have a support system for its students, online students' needs may extend beyond what the institution can offer in a time of crisis. Consequently, instructors can share information on external charities/organizations or assistance programs that can further help students.
Addressing Extenuating Circumstances
In crisis situations like the current COVID 19 pandemic, anything is a possibility when it comes to the context of your students. Therefore, flexibility in how you deal with each individual situation is the name of the game. You may have extreme cases where access becomes an issue. For example, if you have active and/or reserve military enrolled in your class, then there is the possibility of deployment during such a crisis. During deployments, it may be difficult for your students to access your course while they are serving. Additionally, you may have students that are returning to poverty-stricken contexts where internet access is not available in the home. Prior to the current crisis scenario, you might have asked students in such contexts to visit the local coffee shop or library where internet access is available to complete their work. COVID 19 closures and lockdowns make visiting the local coffee shop or library for internet access difficult, if not impossible. Consider extreme flexibility and individualization in due dates, learner support mechanisms, and be reachable to those students outside of your normal virtual office hours. Further, consider all means of communication as a way to reach these students. Give asynchronous options for synchronous sessions, make sure that all content delivered is mobile friendly (some may have smartphone access to content through their carrier), and allow students to submit documents through multiple mediums.
In conclusion, of particular importance is the reality that this immediate crisis will eventually come to an end. We must remember that fact and that we will transition from the way things are right now to a different way of doing things after this crisis passes. This is a teachable moment. As faculty and administrators, we must advocate for the needs of our learners as they may not have avenues to ensure that their voices are heard. As we navigate the present-day crisis, we must be equally creative in our strategies to navigate the aftermath of this crisis in a way that preserves our resilience as educators and supports the achievements and well-being of our learners.
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