Facing the challenges of moving to online instruction

As the threat of Covid-19 has forced schools across the nation to shutter their classrooms and resort to online instruction, administrators must take into account the quality of Internet access available to their students and whether online access is available to all.

A report from Michigan State University’s Quello Center highlights several issues that school leaders should be aware of as they mount an online learning program.

Among them:

•How widespread is home internet access for students?

“We know that there is a serious gap between what official government statistics tell us about broadband availability and the actual experience on the ground,” says Quello Center Director Johannes M. Bauer.

The center surveyed 3,258 students in grades 8 to 11 in 21 predominantly rural Michigan schools. Only 47 percent of students who live in rural areas have high-speed internet access, compared with 77 percent of those in suburban areas. Of those who do not have home access, 36 percent live in a home with no computer and 58 percent live on a farm or other rural setting.

•Not all access, or all devices, are equal.

A student may have a cell phone, but it is an inadequate device for online instruction.

The report found that students who rely on a cell phone for internet access at home, those with no access and those with slower access are less likely to collaborate or seek academic support online from their peers and teachers. It also takes longer for students to complete assignments.

Students without Internet access and those who depend on a cell phone for their only access are half a grade point average below those with fast access, the center found. This gap in student performance exists regardless of differences in socioeconomic status, such as student race and ethnicity, family income, or parental education.

Students who use cell phones for their internet access don’t use online resources effectively because of several factors—slow connectivity, the small interface, or limits on data usage.

“It is wrong to assume that since most have a smartphone, students have sufficient access,” says Bauer. “It turns out that this is not the case. Those who have only cell phone access perform as poorly as those who have no Internet access at all.”

•Not all students are digital experts (and neither are their teachers or parents).

The survey results show that students who rely on a cell phone only, or have no home Internet access, had a gap in skills that was similar to the gap in digital skill between 8th and 11th grade students.

“Students without home access and those who rely on a cell phone will have less prior experience with online learning and will need considerable additional support to be successful if a school’s curriculum moves online,” says Quello Center Associate Director for Research Keith Hampton.

Before moving testing online, teachers and schools need to be aware that students who have not had home internet access or exposure to many devices at home will struggle with digital skills, says Hampton.

Before replacing school contact hours with an online curriculum, schools need to survey parents about the Internet access and devices they have at home, the center says. They should ask these questions:

•Do you have high-speed internet access at home?

Schools need to identify students that do not have fast Internet access at home. Some Internet providers are offering trial access and temporary relief from data limits, and schools need to have a plan in place to monitor changes in student’s Internet access.

•What devices do you have at home?

Do students have access to their own computer, laptop, or tablet? Students who share devices with parents and siblings will have less time to spend online. Identify households that have problems accessing video or other content online. Students in households with too few devices, or outdated or inoperable devices will need additional support.

•Does your child spend significant time in another home or away from home?

Students who split their time living with parents in multiple households may not have the same level of internet access or access to devices at all locations. Students may be spending time in the homes of grandparents, neighbors, babysitters or other locations. Districts need a plan to accommodate change in students’ daily situations.

•Is someone available to help your child online?

Parents have varying levels of digital skill and interest in working online with their children. Students in single-parent home, and those with parents who are still working outside the home are less likely to have support available to get online and use content.

•Do you have the resources you need?

Districts should use any contact with parents as an opportunity to provide support. Remind parents of opportunities to access free or reduced priced meals for their children.

Self-isolating, the need for social distance, and the economic challenges of responding to COVID-19 will place many families under increased stress. As teachers have increased contact with parents and students at home, they should be aware of their responsibilities and the resources available pertaining to domestic violence and substance abuse. 

The Quello Center conducts research that focuses on the social and economic implications of communication, media, and information technologies of the digital age.