Online Classes: The Good & The Bad [Part 2]
Last week, we wanted to open up a conversation that, given the last year, is likely on all of our minds. A conversation that outlines both the pro’s and con’s of online learning. This week we wanted to continue that conversation, after all regardless of good or bad how much online is simply too much?
This conversation is necessary, especially after being propelled into the vastness of online activities we all experienced when COVID restrictions became our new normal. If you are thinking “I am just not sure about another online class”, then you are probably on the right track.
Here at NLA, we are excited about our future plans as we have witnessed the many benefits of learning online. However, we also know parents have to make educated decisions on what and how much screen time will actually benefit their children. If we look at screen time recommendations for any child, the recommendations say not to exceed 2 hours per day. So how are we supposed to include any online learning when a simple family movie already exceeds that limit?
Well, the reality is that recommendations, online possibilities, and lived experience aren’t mutually exclusive. That is why The Canadian Paediatric Society also recommends parents “prioritize screen activities that are educational, active, or social over those that are passive or unsocial”.
Last week in Part 1 there was so much we wanted to say that we didn’t even make it to talking about personal skills that are developed with online learning. Consider for a moment.. that meeting that keeps dropping, teaches patience, resilience, and persistence. The technology glitches, hello resourcefulness! The feed that keeps cutting in and out teaches grace. For today’s time we won’t even start with how online meetings teach us to slow down in our speech, to speak more deliberately and clearly or even how it can help us to get comfortable with silence (so much processing can happen in those beautiful moments of silence) we’ll save that for another day. For today let’s just say that while online meetings aren’t perfect, they are a perfect opportunity for learning and growth.
Interestingly enough, it seems the Canadian Paediatric Society would agree with that experience, as they recognize that “screen-based programs and approaches can encourage both autonomous and collaborative learning, and stimulate inquiry”. This is an acknowledgement that not all screen time is equal, and the same goes for online classes.
The largest concern about online classes is their impact on physical activity, weight, and sleep because of the passive consumption of content. This interconnection lies in the lack of self-awareness occurring from passively taking in information from a secondary source, rather than interacting with it. This is where screen time takes different paths.
Of course, we know the path our classes are designed to take, as we work towards interaction, community building, collaboration, and the development of skills. That however is a conversation for another day. Today, we want to leave you with a question:
Have you considered whether the screen time your children are engaged with is passive or active?
It is easy to lose track of screen time, and it has been especially hard this past year. The great thing is we don’t have to guess. There are tools to help us make decisions and plan for the effective use of our online activities. So, we’ll leave this tool here as you explore this idea of passive versus active screen time, and we hope to become part of your family’s active screen time.
Until next time,
The Northern Lights Academy Team
