Though most students appreciate the convenience of online learning, many acknowledge that there are some aspects of learning that just don’t translate well online—like social interaction, peer learning, and the ability to do hands-on projects. Some schools and colleges also recognize the benefits of online classes—saving on commute time, allowing learners flexibility in their schedules, etc.—and are opting for a blend of in-person and online learning. As schools and colleges move back to limited in-person learning or blended learning models, the transition could pose challenges for students. Here are four skills your learners will need to help them navigate the new environment—and tips for how you can help them build these skills:

• • 1. Avoiding digital overload

    After almost two years of having school life and social life channelled through the same screen, learners may be fed up with online learning; unfortunately, even if some learning returns to in-person, they may still be tethered to screens by the sheer addictiveness of the glowing rectangles. A study in India found that smartphone screen time increased by almost 39% in 2020, as compared to 2019. People spent an average of 7 hours a day on their phones—and this statistic holds true in most places across the globe. With aspects of school, work, and social life still very much online, it is difficult to find easy solutions to this problem, but it’s also clear that these levels of smartphone use have a negative effect on the ability to focus and on general quality of life. Many people say that they want to disconnect but find it difficult to do so.

    Techniques that students can use to disconnect include:

    • Turning off notifications
    • Keeping phones out of reach while studying
    • Disconnecting from the internet for a few hours a day
    • Using apps or plugins that block specified sites for a specific amount of time

• • 2. Adapting to new technology

    Most students use more than one tool for online learning activities—messaging apps, email, video conferencing apps, learning platforms, exam software, homework software, and more. As companies frequently upgrade their tools and add new features, students need to quickly learn how to adapt. This can feel overwhelming for instructors and learners. It can use up mental energy that should be spent on studying the actual subject material for a course. This may be especially challenging for adult learners unfamiliar with new technology. The quicker students can learn the technology, the quicker they can begin to concentrate on what they need to learn.

    To help students get up to speed on new tools quickly, instructors can:

    • Share links to online resources on how to use technology tools
    • Create forums (or Whatsapp groups) where students can help each other troubleshoot problems
    • Provide resources with common terms and errors students may encounter
    • Appoint a student volunteer or point of contact who can help others with issues

• • 3. Taking ownership of learning

    In an in-person class, the instructor can take questions and judge whether students understand what’s being taught. Students can ask the instructor or their peers when they’re not sure of something. There’s also a lot of incidental learning that happens through casual conversations. In remote learning or blended learning, this is more difficult. The student has to identify gaps in information or understanding and independently look for the answers. In a blended learning environment, self-directed learning becomes a priority, but taking ownership of learning is an important skill in any learning environment.

    To help students take ownership of their learning, you can:

    • Help students improve their online research skills
    • Give students access to online libraries and journals
    • Create a “question board” where students can post questions
    • Encourage students to share useful resources they find with their peers
    • Create small learning groups of a few students who can interact with each other
    • Encourage students to make the most of in-person classes to ask questions

• 4. Building relationships with instructors and peers in a blended learning world

  Despite the advantages of remote learning, one thing is consistently missing—social interaction. In a survey of students at the University of Washington, respondents reported that the lack of relationships with instructors and peers made them feel less engaged. Across the globe, limited social interaction and relationship building has also taken a toll on students’ mental health. How can students learn to build these relationships online? While forming friendships in person is often a result of random “incidental” encounters, building relationships remotely requires more intention and deliberation.

  To help students build relationships online, you can:

  • Set up virtual office hours: Have a weekly meeting or chatroom where students can drop in to talk to the instructor
  • Create small learning groups and perhaps group assignments where students can work together
  • Encourage students to use photographs of themselves as display pictures or turn on their videos for a while every week or two, to get to know each other
  • Use short ice-breaker activities in video or in-person classes to get students talking to each other

When teaching, we sometimes forget how necessary it is to state the obvious. Things that are apparent to more mature learners or instructors might not be obvious to younger learners. In some cases, instructors might assume that because learners are familiar with technology and social media, they have all the skills required to use them effectively. This isn’t always true. Good habits for online learning are life skills that should be taught with the same thought and planning that go into teaching other academic skills.