Switching off: Taking online learning away from the screen

As online learning continues, the need to maintain (or strike) balance between screen time and learning becomes ever more important. Too much screen time for learners can lead to problems with attention spans and energy levels. This is no different for teachers, with many reporting they feel a need to be at their computer for longer than ever before to support their learners.

However, this doesn’t have to be the case – this post will focus on some approaches which can help you take your teaching and learning away from the screen, providing a much-needed break for everybody.

1. Get to know your learners

Coronavirus has increased the need for online learning, but the key focus of your course remains the students, not the mode of delivery. Taking the time to get to know your students may provide an insight as to when they are experiencing screen fatigue or displaying signs of overload.

When getting to know your students at the beginning of courses, don’t be afraid to incorporate offline ‘ice breaker’ activities. You can ask students to record a short audio piece about a familiar topic, perhaps their favourite place, holiday or book. This doesn’t require students to look at the screen at all, but allows you an insight into them as an individual and is something that can be shared with other learners to help build a sense of community.

2. Contemplate Barriers

Asking your students about the barriers they face within their own physical spaces can help you work together to better understand and work towards overcoming them. It may be that some learners have limited space, so cannot easily avoid their technology. It is important to be aware of these particulars, as it offers insight into individual students and their propensity to experience screen fatigue. You may have adult learners who are helping to home-school their own children and are therefore spending many more hours online than some of your other students.

Having a clear understanding of the barriers your learners face will facilitate your provision of appropriate support and the creation of materials to help overcome those barriers.

3. Don’t be unnecessarily prescriptive

providing thorough instructions is very important when working online, but in the instance of taking learning away from the screen be mindful that not all learners are the same. Some learners will not have access to certain things, or their home lives may prohibit them from carrying out an activity in a certain way. With this in mind, it is important you provide flexibility in any activity you set – instead of: “use a notepad and pen to write down….” consider: “use materials around your home to record….”

4. Encourage breaks

Build in screen breaks – these don’t have to be breaks from teaching / learning, merely breaks from the screen. Ask students to hand write notes, encourage students to look away from the screen whilst listening (perhaps out of a window), ask students if possible to print slides ahead of sessions, allowing them to look at those instead of the screen share.

Alternative lesson formats give students and teachers a longer break. Rather than having students read slides from a screen, perhaps utilise audio books, podcasts or even small recordings discussing topics, points and materials.

5. Give students notice

If you plan on asking students to bring materials to an online lesson for offline activities, give them plenty of time to prepare. Let students know at the end of a session what they need to bring to the next session, and consider sending reminders about additional materials the night before as a further reminder.

Remember to make considerations for the content you are trying to cover. Not all online lessons lend themselves to taking online learning away from the screen. Be accepting of the fact that some students will find this approach a little overwhelming, and you may need to start with smaller offline activities before students adjust fully to this approach.

Finally, do not be afraid to deploy these tactics within your own day to day structure to help manage your screen time. Whilst students are undertaking learning away from the screen, you should use the time to take a break also.