Dundee Uni professor wants split school days for blended learning

A Dundee University professor wants education bosses to switch to split school days to support ongoing blended learning.

Keith Topping, professor of educational and social research, said his research shows changing over to a permanent blended approach would be more effective for pupils.

Alongside a team of researchers, Professor Topping carried out an analysis of 1,355 international research papers on the use of digital technology in schools.

The study showed that the vast majority (85%) found using technology better than traditional classroom instruction because it achieved better learning outcomes and boosted pupil attainment.

The data also indicated blended learning is “considerably” more effective than delivering entire teaching programmes of study online only.

Prof Topping said education bosses and teachers should consider a permanent blended approach where pupils learn at home or elsewhere in the morning, with in-person teaching and activities held at school in the afternoon.

He said: “There’s been some talk in Scotland about blended learning operating on a basis of two days in school and three days at home.”

“I don’t think that would work at all. I think what you need is a day that is partially in school and partially at home or elsewhere, digitally.

“The information-giving part of what goes on in the classroom can very easily and effectively be done digitally, but the social interaction that goes on in the classroom can’t be carried out very effectively.”

He warned that there could be some practical challenges, such as pupils who don’t have access to digital devices or the internet, and for parents or carers who work during school hours.

Professor Topping also stressed that there may be a loss of online and digital skills developed during the Covid-19 pandemic, due to the full reopening of schools: “The kids have certainly learnt some transferrable skills that are going to be relevant and useful when it comes to eventual employment, however far in the future that is.

“But the other thing is that, of course, teachers have learnt a lot of digital skills too.

“It may well be that this great stride forward that many teachers have made in their digital competence would be lost if they went back to business as usual.

“I do think schools, the teaching profession, and educational organisations need to think fairly carefully about how we can capitalise on the benefits of the pandemic.”

Teaching unions are against the proposals, stating that a permanent switch to blended learning would be “impossible” to achieve.

Seamus Searson, general secretary of the Scottish Secondary Teachers' Association (SSTA), said: “The reality is, teachers have found it very difficult to check up on young people because they can’t see what they’re doing.

“It has opened the doors to a great deal of possibilities, but we need to actually engage back in the classroom.

“I think teachers would prefer it and so would the pupils.”

The trade union boss also expressed concern over the lack of social interaction children receive through digital learning: “If you have blended learning, you’re going to cut out some of those other social activities that go on.

“School is much more than just learning. There’s much more to it in terms of engaging with others and understanding other people.

“We mustn’t lose that interaction that goes on in the classroom. The engagement, talking to others, the personal contact – that’s vital for education.

“I think we need to look at it, but I don’t think we need to jump from one approach to the other.”