‘Children see learning as lifelong activity through remote schooling’
April 07 2020 01:26 AM
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Stuart Leeming
Stuart Leeming, executive director, Qatar Foundation Schools.

An official of Qatar Foundation (QF) has highlighted how QF schools are delivering e-learning – and how students, parents, and teachers have responded to it.
“Pupils have engaged enthusiastically and we have recorded strong attendance numbers and high quality work. Parents have been both supportive and grateful,” said Stuart V Leeming, executive director, Qatar 
Foundation Schools. 
“As part of its contingency planning, QF schools have been developing online learning platforms and processes for some time. We are a school system that uses virtual learning environments heavily as part of the normal routine, rather than paper textbooks and notebooks, so very little change was needed at the older grades for content delivery and submission of assignments. Technology is integrated into our primary school curriculum too, and all the necessary technical infrastructure was in place,” stated Leeming.
“We use a variety of techniques that reflect the diversity of our schools. Some e-learning is synchronous, with all the class present online with the teacher, interacting in real-time; some is asynchronous, allowing learning anytime, anywhere. Some sessions are live, others are recorded. Live sessions are often recorded and then posted to allow students who missed a session to catch-up,” he added.
The official noted that QF has a wide variety of schools and students, and, just as in the regular world, the e-learning experience has to be tailored to suit the 
children’s needs. 
“In the case of Awsaj Academy and Renad Academy, one has to begin with the needs of individual students – the system has to adapt to them, not the other way round. And in some cases, the primary relationship is between the school and the parent, with the school making it possible for the parent to provide the learning experience under close 
guidance,” he explained.
Leeming noted that all education systems have their particular challenges and benefits. “Lack of social contact with peers and teachers presents potential emotional health issues, and there are potential safeguarding and child protection issues with the greater reliance on children’s access to the internet through home access points rather than our own controlled and filtered network. On the positive side, children develop greater self-reliance and begin to understand that learning is a lifelong activity that doesn’t have to be confined to school buildings and the school day. The opportunity for the future is to deliver more learning on demand with the availability of attractive, online courses,” he said. 
However, Leeming said that the sudden transition to e-learning has been very demanding on teachers, especially since they have been required to work from home rather than from their classrooms. 
“The teachers have responded magnificently. It is often under such circumstances that the flexibility, good-will and sheer inventiveness of people comes to the fore. We are a technologically mature school system, though, so all our teachers are skilled in the concepts of 21st Century learning, much of which is predicated on the underpinning technology that is supporting our current delivery of virtual schools,” he described.
“E-learning is as diverse as classroom learning. It has to be tailored to the age and the needs of the individual student. ‘One-size-fits-all’ doesn’t work in the classroom, and it doesn’t work online. The richness of what we are offering through our virtual schools reflects the richness of the skills and expertise of our well-qualified and dedicated faculty,” Leeming added.



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