Online communication between school and home

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Online communication between home and school is the use of digital telecommunication to convey information and ideas between teachers, students, parents, and school administrators. As the use of e-mail and the internet becomes even more widespread, these tools become more valuable and useful in education for the purposes of increasing learning for students, and facilitating conversations between students, parents, and schools. [1] [2]

Contents

Overview

Online communication emphasizes 21st century skills, self-directed learning, self-advocacy, global awareness, and thinking skills for learners. [3] Utilizing online communication methods, schools help students develop Netiquette, and technical and computer skills. [3] [4] In addition, teachers can provide parents with frequent information about school programs and their children's progress through automated e-mails, official websites and learning management systems. [2] [5] This communication can be achieved either synchronously or asynchronously, providing greater time flexibility. [5] [6]

With online communication, learning may occur outside traditional school hours as students participate in collaborative activities, like reading and responding to peer posts in online forums, experiments, group projects, research papers, and current events assignments. [7] In addition, online communication can connect a wide range of individuals and increase the diversity of perspectives that learners are exposed to. [3]

However, not all parents, students, or teachers have access to unlimited internet access or the digital technology necessary to participate in online communication, and it may be costly to initially implement the information technology, hardware, and software. [8] Furthermore, schools must provide orientation to the online environments and technical support to ensure that all potential users are ready to participate. [4] Teachers will also need to spend additional time online as active participants in the communication activities (e.g. act as the moderators of discussions). [3] [7] In addition, the immediacy of online communication can lead to students and parents' unreasonable expectations that teachers be 'on-call' at all times. [8] During the COVID-19 pandemic many students were abruptly forced to move their education to an online platform. Students at first were largely unprepared for the rapid shift to online-only learning and struggled to adjust, while at the same time they encountered a lack of coping resources. [9]

COVID-19[edit]

During 2019 the world was put into a state of crisis due to the Coronavirus pandemic, often referred to as COVID-19. This forced a majority of cities across the world to move work and school online. A large majority of schools ranging from elementary schools to universities were forced to move their schooling online. "It is estimated that 1.5 billion students worldwide have been impacted by Covid-19 (Teräs et al. 2020) with much face-to-face teaching rapidly moving to the online environment". Many students and faculty were not prepared for this sudden change to the online format and there were a-lot of challenges that came with this. Julie Apker states in her research article "students at first were largely unprepared for the rapid shift to online-only learning and struggled to adjust, while at the same time they encountered a lack of coping resources (e.g., reduced access to instructors and classmates, lack of counseling and social networks) (Kaufmann, Vallade, & Frisby, 2021; Wang et al., 2020). As COVID-19 evolves, students still encounter stress related to pandemic-impacted learning environments" this change made it hard for students to get appropriate coping resources as many students felt added stress due to the change of online learning and the pandemic in general as many were forced to stay in their homes longer than they are used to. This meant that people were getting cabin fever of sorts and not getting the face to face interaction that many humans need. The move also lead to problems with international students not being able to break the communication barrier online and some of these students felt as though this change drastically effected their ability to communicate questions with professors and get the help that is needed when learning. It is common for there to be language barriers between international students or anyone that is learning in a language that is not their first but when classes were in person it allowed them to have non verbal cues which helped bridge some of these gaps. When students were sent online it made it hard for there to be any other form of communication besides verbal and if you are unfamiliar with certain words learning can be a struggle. This is not even taking into account that people talk differently and it is harder to hear people when they are talking on a video camera vs in person. It also made it hard for people to interrupt class and ask questions. Covid also affected the communication between students who were trying to get help from tutors, between some students having a language barrier and others trying to figure out how to learn via and online platform it made bridging the gap extremely difficult for students.

Online communication between parents and school

Online communication between parents and schools are online methods that serve as a platform for parents and teachers to exchange ideas. For teachers and administrators, online communication makes it easier to reach the parents and build the partnerships with parents. Online communication allows parents to receive real-time information about their child's performance and activities at school, and flexible opportunities to ask questions and provide information to teachers and school administrators. Currently, one third of internet users are children or adolescents (Berman & Albright, 2017). Lenhart (2015) indicates that an estimated 71% of adolescents in 2015 reported using Facebook, and that social media use is typically enacted in more than one domain. This quote indicates that a vast majority of internet users are children, making them extremely comfortable with online platforms and technology.

Benefits

Creating modes for online communication can increase parent participation in their children's education, which in turn increases students’ interest in their learning. Online communication increases parents’ understanding of classroom procedures, philosophies and policies. Parents then feel more involved in their child's school and more connected to the teacher. In general, online communication improves parents’ attitudes toward conferencing with teachers and administrators. [10] [11] [12] [13]

This style of communication allows for more asynchronous communication and greater flexibility. With online communication, parents can initiate conversations and express concerns to teachers and school officials easily. In addition, informal communication through online chatting or forums can reduce parents’ anxiety of meeting face-to-face with teachers and/or school officials. When possible, online communication can also offer comfort through anonymity. [10] [11] [12] [13]

Challenges

Though most of the time, teachers and parents want to establish communication, there are some challenges that teacher and parents need to face together. The most common challenges involve parent's ability to use the software, their access to consistent internet access and language barriers. There may be financial costs incurred by the school, if they provide training or translation to parents in order to make online communication more inclusive. [10] [11] [13] [14] Some teachers have noted a "huge volume" of aggressive emails or messages from parents due to the accessibility of online communication apps. Teachers have also felt the need to respond during the evenings and weekends with expectations of daily communication from parents. [15]

Online communication between students and teachers

Online communication between teachers and students facilitates the exchange of ideas and e-learning. Online communication allows students to access learning materials beyond school hours and develop relationships with peers and teachers. [16] [17]

Benefits

The creation of Web 2.0 and social networks means that knowledge is now collective and readily available online for students to access and contribute to. [16] Promoting online communication between teachers and students creates opportunities for students to receive feedback and assistance from teachers and peers outside the regular school day and classroom. Student can e-mail or post questions, add their opinions to peer-discussions, and check official websites for pertinent information.

Through online learning communities of teachers and peers, students can build relationships with other users and establish a sense of both connectedness and belonging. Some students, who are less likely to participate in face-to discussions, are more likely to participate in online discussions and activities. This online communication enhances the strength of the relationships between students and both their peers and teachers.

Challenges

Student can demonstrate antipathy towards online communication or peer interdependency in internet forums. In order to be productive, online communication between students and teachers requires trust, interactivity, common expectations and shared goals. Some students expect teachers to be on-call 24 hours a day, 7 days a week, placing unreasonable expectations upon teachers. [18] In addition, most students spend participate in online communication from home, which means that parent's help is often required, but may not be available. Finally, students may lack the technical skills or access to the technology necessary to involve themselves in online communication.

Role of teachers

Teachers have great responsibility in the establishment of online communication and communities with students, because of their leadership position. Several of their in-class characteristics must extend into the online environment, such as their ability to guide student behavior and learning. With online communication, teachers must model and demonstrate appropriate Netiquette throughout their persistent involvement. Teachers should also encourage their classes to evolve into learning communities in which group processes have the power to influence the behavior of individuals. [16] These online environments should foster a sense of openness, friendliness, and trust, so that problem solving becomes a group function. [16] [19]

Examples

Teachers and students can e-mail questions and answers to each other about course content and assignments. Schools and teachers can maintain official websites with important information about events, assignments, and resources that students can utilize outside class. [20] [21] [22]

Both students and teachers can post messages in online forums as a part of homework assignments. In this way they can present different points of view that they don't have any chance to present in the classroom.

Online study groups allow students to maintain relationships with their peers from a distance. These study groups can be created within a classroom's social networking site, allowing users to connect with each other directly, beyond typical chat rooms and forums.

Teachers can develop virtual tours, virtual education, and virtual learning environment for their students in multi-user virtual environments (MUVE).

Technology and tools

The most widely used online communication tool is e-mail between teachers, which provides opportunities for asynchronous communication, instantaneous distribution to a mass audience, mobile access, and file exchange. [23] [24] Teacher-created websites provide online access to administrative information, calendars, links, blogs, etc. Internet forums allow learners and teachers to articulate ideas, give and receive feedback, reflect on the perspectives of others, and receive clarification of concepts. [25] social networking sites are used for focused and open communication between users. Blogs allow individuals to express their ideas in greater detail and with multimedia. During this pandemic there were many platforms that allowed teachers to get in touch with their students and still teach from home. One very popular videoconferencing software site is called Zoom, this allowed students to receive a specific code to that particular class and allow a video stream of the class to continue education. Another popular video streaming site was Microsoft Teams, this streaming service is Microsofts video conferencing software that is linked with teachers and students school email. Due to the reduced resources students used many only tools to help them understand their school work. Some of these tools were Khan Academy, Chegg, Quizlet, and Grammarly. Along with these resources, some of the most impactful features of online education were the use of personal video calls with professors, e-mail, discussions boards, and blogs. These resources allowed students to still maintain their education while doing it from a safe place in the home instead of being in the classroom and being at risk.

Course management systems (CMS)

Various course management systems are designed specifically for facilitating online communication in education. Effective course management software tends to include more information, widgets, functions, and customization options than teacher-created websites.

Most course management systems include:

Related Research Articles

Distance education, also known as distance learning, is the education of students who may not always be physically present at school, or where the learner and the teacher are separated in both time and distance. Traditionally, this usually involved correspondence courses wherein the student corresponded with the school via mail. Distance education is a technology-mediated modality and has evolved with the evolution of technologies such as video conferencing, TV, and the Internet. Today, it usually involves online education and the learning is usually mediated by some form of technology. A distance learning program can either be completely a remote learning, or a combination of both online learning and traditional offline classroom instruction. Other modalities include distance learning with complementary virtual environment or teaching in virtual environment (e-learning).

Computer-mediated communication (CMC) is defined as any human communication that occurs through the use of two or more electronic devices. While the term has traditionally referred to those communications that occur via computer-mediated formats, it has also been applied to other forms of text-based interaction such as text messaging. Research on CMC focuses largely on the social effects of different computer-supported communication technologies. Many recent studies involve Internet-based social networking supported by social software.

Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.

Asynchronous learning is a general term used to describe forms of education, instruction, and learning that do not occur in the same place or at the same time. It uses resources that facilitate information sharing outside the constraints of time and place among a network of people. In many instances, well-constructed asynchronous learning is based on constructivist theory, a student-centered approach that emphasizes the importance of peer-to-peer interactions. This approach combines self-study with asynchronous interactions to promote learning, and it can be used to facilitate learning in traditional on-campus education, distance education, and continuing education. This combined network of learners and the electronic network in which they communicate are referred to as an asynchronous learning network.

M-learning, or mobile learning, is a form of distance education where learners use portable devices such as mobile phones to learn anywhere and anytime. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning." M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning.

<span class="mw-page-title-main">Online school</span> School that teaches students entirely or primarily online or through the Internet

An online school teaches students entirely or primarily online or through the Internet. It has been defined as "education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students. Online education exists all around the world and is used for all levels of education. This type of learning enables the individuals to earn transferable credits, take recognized examinations, and advance to the next level of education over the Internet.

Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech," it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."

Editing technology is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa. Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.

"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective technology integration is achieved when students can select technology tools to help them obtain information on time, analyze and synthesize it, and present it professionally to an authentic audience. Technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."

Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

An edublog is a blog created for educational purposes. Edublogs archive and support student and teacher learning by facilitating reflection, questioning by self and others, collaboration and by providing contexts for engaging in higher-order thinking. Edublogs proliferated when blogging architecture became more simplified and teachers perceived the instructional potential of blogs as an online resource. The use of blogs has become popular in education institutions including public schools and colleges. Blogs can be useful tools for sharing information and tips among co-workers, providing information for students, or keeping in contact with parents. Common examples include blogs written by or for teachers, blogs maintained for the purpose of classroom instruction, or blogs written about educational policy. Educators who blog are sometimes called edubloggers.

Synchronous conferencing is the formal term used in computing, in particular in computer-mediated communication, collaboration and learning, to describe technologies informally known as online chat. It is sometimes extended to include audio/video conferencing or instant messaging systems that provide a text-based multi-user chat function. The word synchronous is used to qualify the conferencing as real-time, as distinct from a system such as e-mail, where messages are left and answered later.

<span class="mw-page-title-main">Australian Computers in Education Conference</span>

This National Conference is the biennial conference of the Australian Council for Computers in Education (ACCE). The conference opens to anyone who in interested in sharing their digital teaching experiences. The first conference took place in Melbourne, 1983. Between 1983 and 1996, the conference was held annually across Australia. After 1996, the conference became biennial. From 1994, a series of frameworks were launched in Australia to integrate Information and Communication Technology(ICT) into education. Western Australia's 2001 Competency framework for Teachers identified teachers as an important component in developing computer education. In 2010, Education Minister Julia Gillard, proposed an education agenda to provide Australia a better education system. Besides ACCE, there are many organizations and conferences supporting the development of computer education in Australia. Technology in education consists of two major approaches: Learning with technology and learning from technology. Technology in education learning and traditional classroom learning have different focuses and defining features. There are also four types of computer education:Bring your own device(BYOD), blended learning, online learning, and flipped learning.

Social learning tools are tools used for pedagogical and andragogical purposes that utilize social software and/or social media in order to facilitate learning through interactions between individuals and systems. The idea of setting up "social learning tools" is to make education more convenient and widespread. It also allows an interaction between users and/or the software which can bring a different aspect to learning. People can acquire knowledge by distance learning tools, for instance, Facebook, Twitter, Khan Academy and so on. Social learning tools may mediate in formal or informal learning environments to help create connections between learners, instructors and information. These connections form dynamic knowledge networks. Social learning tools are used in schools for teaching/learning and in businesses for training. Within a school environment, the use of social learning tools can affect not only the user (student) but his/her caretaker as well as his/her instructor. It brings a different approach to the traditional way of learning which affects the student and his/her support circle. Companies also use social learning tools. They used them to improve knowledge transfer within departments and across teams. Businesses use a variety of these tools to create a social learning environment. They are also used in company settings to help improve team work, problem solving, and performance in stressful situations.

<span class="mw-page-title-main">Computers in the classroom</span> The use of computers in school

Computers in the classroom include any digital technology used to enhance, supplement, or replace a traditional educational curriculum with computer science education. As computers have become more accessible, inexpensive, and powerful, the demand for this technology has increased, leading to more frequent use of computer resources within classes, and a decrease in the student-to-computer ratio within schools.

Mobile computer-supported collaborative learning may have different meanings depending on the context in which it is applied. Mobile CSCL includes any in-class and out-of-class use of handheld mobile devices such as cell phones, smart phones, and personal digital assistants (PDAs) to enable collaborative learning.

A virtual learning environment (VLE) in educational technology is a web-based platform for the digital aspects of courses of study, usually within educational institutions. They present resources, activities, and interactions within a course structure and provide for the different stages of assessment. VLEs also usually report on participation and have some level of integration with other institutional systems. In North America, VLEs are often referred to as Learning Management Systems (LMS).

Social media in education is the practice of using social media platforms or technology to enhance the education of students. Social media is defined as "a group of Internet-based applications that build on the ideological and technological foundations of Web 2.0, and that allow the creation and exchange of user-generated content". Social media platforms can be used as a means of completing assignments or projects electronically. These activities can grant students opportunities to develop skills with computers and online platforms.

<span class="mw-page-title-main">Online learning in higher education</span> Development in distance education that began in the mid-1980s

Online learning involves courses offered by primary institutions that are 100% virtual. Online learning, or virtual classes offered over the internet, is contrasted with traditional courses taken in a brick-and-mortar school building. It is a development in distance education that expanded in the 1990s with the spread of the commercial Internet and the World Wide Web. The learner experience is typically asynchronous but may also incorporate synchronous elements. The vast majority of institutions utilize a learning management system for the administration of online courses. As theories of distance education evolve, digital technologies to support learning and pedagogy continue to transform as well.

<span class="mw-page-title-main">Digital pedagogy</span>

Digital pedagogy is the study and use of contemporary digital technologies in teaching and learning. Digital pedagogy may be applied to online, hybrid, and face-to-face learning environments. Digital pedagogy also has roots in the theory of constructivism.

<span class="mw-page-title-main">Digital media in education</span>

Digital Media in education is measured by a person's ability to access, analyze, evaluate, and produce media content and communication in a variety of forms. These media may involve incorporating multiple digital softwares, devices, and platforms as a tool for learning. The use of digital media in education is growing rapidly in today's age, competing with books for the leading form of communication. This form of education is slowly combating the traditional forms of education that have been around for a long time. With the introduction of virtual education, there has been a need for more incorporation of new digital platforms in online classrooms.

References

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  2. 1 2 Keltner, M., Hammond School City, I. N., South Bend Community School Corp, I. N., et al. (1990). Building School Home Partnerships: A Handbook for Educators.
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  8. 1 2 Southern Regional Education Board (2003). Essential Principles of High-Quality Online Teaching: Guidelines for Evaluating K-12 Online Teachers.
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  15. ↑ Turner, Camilla (2019-04-21). "Pushy parents 'sending increasingly aggressive emails' to teachers". The Telegraph. Retrieved 2020-03-03.
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  21. ↑ Rovai, A. (2002) Building sense of community at a distance. International Review of Research in Open and Distance Learning 3(1): 1-16.
  22. ↑ How the Internet Has Changed the Student and Teacher Communication - 6 Things They Never Argue About.
  23. ↑ Thompson, B. (2008). Characteristics of Parent-Teacher E-Mail Communication. Communication Education, 57(2), 201-223.
  24. ↑ Power, M. (2010). Parent, Teacher, Student Communication — Going Beyond Paper Newsletters and Emails. Retrieved October 10, 2010
  25. ↑ Hammond, M. (1999).Issues associated with participation in on line forums--the case of the communicative learner.

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