Is it possible to do without a screen and distance in the context of online training in order to achieve a positive teacher-student relationship? Four educators from different levels of education offer their ideas here.
During the 6th week of Distance Learning (FAD) 2023, Laurie Couture, educational advisor at the École branchée, Guy Gervais, coordinator of the Académie les Estacades (CSS du Chemin-du-Roy), Michael Redmond, teacher at the Cégep de Rivière -du- Loup, Julie Chamberland, Lecturer at Laval University, and Hélène Pelletier, Vocational Education Teacher, during a panel discussion presented by FADIO.
For her, collaboration, empathy, active listening and frequent contact are the keys to putting people at the center of distance learning, regardless of educational level. Let’s take a closer look.
At college
Guy Gervais is the coordinator of a distance learning program for young Quebecers in their 3rd, 4th and 5th year of high school (approximately 14-17 years old) who are involved in competitive sports. Because they often have to travel abroad for training or competition purposes, these students cannot complete a regular program. The fact remains that it is essential for them to continue their education.
Your academic progress is completely asynchronous. The platform allows them to progress independently at their own pace. Depending on their schedule, they can sometimes advance quickly and then “lag behind”. A timeline is provided to give you an idea of how to progress. It becomes their work schedule to plan their study times.
Over the years, adjustments have been made in the way students progress and communicate with them. “Sometimes it’s the little things that make the difference,” says Mr. Gervais. For example, meetings between the class teacher, parents and students are now organized for each subject at the beginning of the school year. This allows everyone to get to know each other and build a real relationship. “Teacher is not just a name in a drawer, he is a real person. »
Likewise, despite the asynchronous learning mode, a video conference room is dedicated to each course and the hours of teacher availability are displayed for everyone. In this way, the students can regularly fall back on one or more teachers if necessary.
“In order for that to work, you have to be able to put yourself in the shoes of the young people. You have atypical working hours, you have to be flexible. They never check their email, we communicate with them differently. Etc »
In college
Michael Redmond is a teacher in the Leisure Management and Intervention department at Cégep de Rivière-du-Loup. While he taught at Rivière-du-Loup in Bas-St-Laurent, students from the Cégep de Chicoutimi in Saguenay-Lac-St-Jean also attended, but by far. He acknowledges that organizing his class has required a logistical effort and that adjustments are occasionally required. A camera and two screens are installed. A telephone is also available in the classroom so that students from Chicoutimi can ask the teacher questions “privately”.
Beyond material considerations, he sees potential for young people. “This allows more students access to this education. He too speaks of the importance of putting oneself in the young person’s shoes, making oneself available to them at the right times and adapting one’s teaching to make the activities more dynamic.
During the session, he even traveled to Chicoutimi to give a course from there that allowed young people from Rivière-du-Loup to have the opposite experience, becoming distance learners. They were able to better understand what their Saguenay peers are going through.
At the University
Julie Chamberland is a lecturer at Université Laval. She teaches future teachers in a hybrid formula, while teaching alternates between presence and distance. She also insists on the importance of being available to students and being flexible in communicating with them. “The official course site shouldn’t be the only place to go,” she clarifies.
During correspondence courses, she always schedules an icebreaker activity to start the session. She doesn’t hesitate to use humor to hold attention, provide frequent feedback, and reiterate expectations to make them clearer. His advice: “Don’t try to control parameters that don’t change anything about teaching or learning”. She backs her point up with the example of the student eating during class and recommends focusing on priorities other than preventing it!
For vocational training
Hélène Pelletier is a teacher with the Attestation of Professional Studies (AEP) in the school kindergarten at the Center de formation professionnelle du Fleuve-et-des-Lacs. Some of the students are already employed and strive for recognition of their achievements. “Right from the start of the apprenticeship, you have to make friends quickly and ensure commitment. You have to have a reassuring approach and be present to answer questions,” she says.
Over the years, she’s developed tricks to “humanize the screen.” She has created educational material in which she records her voice or directs herself. She also plans quiz workshops to review the material and give students a fun time. The workshops are offered either on Monday evenings or on Wednesday afternoons to respect the different working hours. “Motivation has increased since these practices were introduced. »
For more information it is possible to check the full discussion.
#FAD2023 Week: The Long Distance Connection | Panel moderated by Laurie Couture (Trendy School)