By PATRICK ADRIAN
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CLAREMONT — The education model known as remote learning, which has become popular amid the ongoing coronavirus pandemic as it permits the instructor and student to be in separate locations, is making people think differently about K-12 schooling and post-secondary decisions, said Alex Herzog, director of the Sugar River Valley Regional Technical Center in Claremont.
While remote learning has arguably garnered more criticism by educators and students than praise, there is no current indication of when, or if, schools will exclusively return to classroom instruction. In addition, New Hampshire Commissioner of Education Frank Edelblut has said, most recently on Monday, that he wants the school reopening task force to study opportunities to incorporate remote learning into the state’s education model.
Herzog, equipped with an administrative career in community colleges and career-tech education, said that remote learning is an example of the many ways that schools must rethink education to engage a greater diversity of learning styles and needs.
“The educational model we grew up with may have worked for us, but it may not work for future generations,” Herzog said.
Though the transition to remote learning has posed some challenges, Herzog said their school has not experienced many problems with a lack of student participation. He and the faculty meet weekly to discuss new ways to engage students, which remains the principle teacher’s objective regardless of the situation.
“We still have to engage the student,” Herzog said. “That’s the only way to get them to interact online.”
The most significant limitation of remote learning is filling the student’s want to physically be in the classroom to work hands-on and enjoy the camaraderie with peers and the instructor, according to the director.
“I do think that when moving the curriculum online that students still need some direct experiences,” Herzog said. “Our students enjoy the hands-on approach to learning technology.”
If the state recommends a continuation of social distancing practices next school year, Herzog said that the preferable model for career-tech courses — particularly the introductory levels — would be a hybrid of remote and in-class instruction, where students can do classroom labs for the essential hands-on experience, but complete the other lessons through online communication and resources.
The advanced-level courses are typically internships or working directly in the field. Most of the program’s seniors are already working full-time jobs in auto shops or supermarkets just to name a few. With so many seniors in New Hampshire not engaging in their remote learning courses, Herzog said that jumping into the workforce and performing essential services seems an appropriate use of their time.
“What we want to teach is good work skills, that threads throughout our programs,” Herzog said.
Transmitting some courses remotely works better for some than others, according to Herzog. The accounting program, for example, translates well to remote learning since the work is already tied heavily to computers. For the culinary program, however, not all students have the same access to equipment and foods, so the instructor will adapt as needed. As such, if a student cannot stream or videotape a cooking demonstration, the student might describe the process in writing or send a photograph of the completed recipe.
Instructors have also adapted to the uncertain circumstances by shifting to other important content, such as occupational safety standards training and drafting blueprints.
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