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Blended Learning For High Quality and Inclusive Primary-NC0121227ENN
Blended Learning For High Quality and Inclusive Primary-NC0121227ENN
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Contents
1. Introduction ........................................................................................................................................... 7
1.1 About this document ..................................................................................................................... 7
1.2 Why a Recommendation on “blended learning”? ......................................................................... 8
2. Blended learning and educational change ........................................................................................... 13
2.1 A history and a vision of blended learning ....................................................................................... 13
2.1.1 What is blended learning? .......................................................................................................... 13
2.1.2 Why rethink the blend of environments and tools with established practices of school site
learning? .............................................................................................................................................. 16
2.1.3 What is the history of blended learning?.................................................................................... 19
2.1.4 How many varieties of approaches can a blended learning approach integrate? ....................... 21
2.2 Key Competence development and blended learning ................................................................. 24
2.3 A blended learning approach by schools as part of the wider learning community and education
system 27
2.3.1 Whole School Approach ............................................................................................................ 27
2.3.2 Schools as Learning Organisations ............................................................................................ 29
2.3.3 System organisation and feedback loops ................................................................................... 30
2.4 Teachers and school leaders: moving to a blended learning approach ....................................... 33
2.5 Learners and blended learning .................................................................................................... 35
2.6 Glossary of terms ........................................................................................................................ 39
3. What has been learnt from European education stakeholders............................................................. 45
3.1 Stakeholder groups and modes of communication ..................................................................... 45
3.2 Main findings during the consultation process ........................................................................... 48
3.2.1 Design and management of learning ................................................................................... 49
Environments: where learning takes place .............................................................................. 50
Tools: types and access ........................................................................................................... 66
Tasks: how learning takes place.............................................................................................. 80
Assessment in blended learning .............................................................................................. 91
3.2.2. Supporting teachers ............................................................................................................. 97
3.2.3 School leadership: creating the appropriate school climate and culture ........................... 106
3.2.4 Well-being of staff and pupils ........................................................................................... 111
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1. Introduction
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1. Introduction
1.1 About this document
This Staff Working Document is designed to accompany and support the Recommendation on
blended learning for high quality and inclusive primary and secondary education.
It provides research evidence and other information as a basis for both the legal text of the
Recommendation and its subsequent supportive actions. It is also, as far as possible at the time of
writing, a practical guide/handbook to help stakeholders understand the full potential of this topic
and to support real and positive change across systems and across Europe.
The document describes a vision for blended learning in school education from the perspective
of the Digital Education Action Plan 2021-27 and European Education Area: its key ideas on
inclusion and on Key Competence development as part of high quality school education. It
describes how these ideas are connected to the concepts of a blended learning and innovation and
change in education. It also provides a glossary and further explanation of relevant terms (see
Chapter 2).
In order to support the statements of the Recommendation and to support action stemming from
its adoption, this document accompanying the proposal for a recommendation discusses recent
evidence from research together with European stakeholder opinions and experiences (see
Chapter 3). Examples of existing policies and projects supporting blended learning are provided.
However, given that this is an evolving field in school education – particularly in the context of
school site closures due to the COVID-19 pandemic – it should be acknowledged that new
evidence and perspectives are constantly emerging.
The document also outlines considerations for legislation and a number of existing EU
frameworks and tools that can inspire and support change at school, regional, national and EU
level, together with suggestions for monitoring and evaluating future developments (See Chapter
4).
Finally, based on the evidence and examples provided in the other chapters, the document
presents a framework for blended learning outlining a set of challenges and examples of good
practice on 10 specific areas (see Chapter 5).
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1 https://ec.europa.eu/education/policies/school/about-school-policy_en
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Whilst early research, such as by the European Commission’s Joint Research Centre, considered the “likely”
impact of school site closures, emerging evidence is sometimes based on surveys to small samples of teachers
asking about “perceived” gaps. Longitudinal data about pupil progression is not yet available for consideration on a
European scale. What is consistent across this research is the variation in access to learning tools, contact time
between teachers and pupils, and what is perceived to be a supportive home learning environment. It is this
variation that is the basis for statements about “inequalities”.
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education that prepares them for a rapidly-changing and complex world.3. The challenges for the
design of school education remains the same as before the pandemic: how to build meaningful
learning experiences in different environments and for pupils of different ages, abilities and
circumstances; how to support broad competence development appropriate to learners’ needs for
today’s and the future global society; how to support well-being; and how to support teachers
and schools to be innovative in terms of their own organisational and pedagogical approaches,
for the benefit of all learners. In order to meet these challenges and improve capacity, a blended
learning approach requires a coherent approach by the school education system as a whole within
a culture of continous improvement.
3Vegas, E. and Winthrop, R. (2020) Beyond reopening schools: How education can emerge stronger than before COVID-19.
Available at https://www.brookings.edu/research/beyond-reopening-schools-how-education-can-emerge-stronger-than-
before-covid-19/
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List of examples
EXAMPLE A: Comprehensive School Giovanni XXIII of Acireale, Italy
EXAMPLE B: Makerspaces – guidelines for schools and case studies
EXAMPLE C: Digital simulation tools that enhance VET learning in a safe environment
EXAMPLE D: School for Circus Children, Germany
EXAMPLE E: Using online platforms to support communication between learning environments
EXAMPLE F: “Scholaris” portal for teachers in Poland
EXAMPLE G: Interactive mathematics by implementing blended learning
EXAMPLE H: Online learning to support learning in a native language or where there are staff
shortages
EXAMPLE I: Youthpass for supporting and recognising non-formal learning
EXAMPLE J: Assessment of transversal skills: policy experimentation project
EXAMPLE K: Supporting school education and cultural partnerships in Norway and Latvia
EXAMPLE L: Portugal’s website “Support for Schools”, created in 2020
EXAMPLE M: Campus schools with a full-time distance learning option
EXAMPLE N: Websites for well-being at home – Luxembourg
EXAMPLE O: “Bednet” for pupils with a long-term illness and recuperation
EXAMPLE P: ‘iScoil’ for disengaged learners
EXAMPLE Q: Home-School Liaison Scheme (HSCL), Ireland
EXAMPLE R: Distance Learning Evaluation Tool
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List of figures
Figure 1: Examples of designing for learning in new ways with environments, tools and tasks 18
Figure 2: Timeline of distance learning in school education 20
Figure 3: Elements of a flipped classroom approach 20
Figure 4: Blended learning as a process including before and after learning events 21
Figure 5: Blended learning approach as a spectrum of situations and opportunities 24
Figure 6: The eight Key Competences for Lifelong Learning 25
Figure 7: Eight areas for institutions to consider when developing a blended learning strategy 29
Figure 8: The school as a learning organisation, as developed by the ET2020 Working Group Schools 30
Figure 9: Three levels of design and implementation of a blended learning approach 31
Figure 10: Eight steps to successful change 30
Figure 11: Learning and cultural identity transcends different environments 38
Figure 12: Student drawings as part of the 2021 consultation survey 51
Figure 13: Overlapping learning communities as a powerful environment for development 56
Figure 14: Student drawing of a classroom with comfortable furniture and one device per student 68
Figure 15: Percentage of households with broadband internet access, 2019 71
Figure 16: Tools used for Emergency Remote Teaching during spring 2020 71
Figure 17: SAMR model defining different levels of integrating educational technology 73
Figure 18: Parent's perceptions of children's learning skills during spring 2020 75
Figure 19: Percentage of individuals with “basic or above basic” digital skills among young people (16 to 19
years of age), 2019, as compared with the general population 78
Figure 20: Six learning types 81
Figure 21: Blended learning as a process of before, during and after the live/shared learning event 81
Figure 22: Example of the process of developing a personalised learning plan for a student 88
Figure 23: The roles of different stakeholders in managing the learning environments 91
Figure 24: Students with a higher sense of school belonging performed better in mathematics and science
100
Figure 25: A perspective on teacher competence in blended learning 103
Figure 26: Student concerns about getting poor grades because of online activities 112
Figure 27: Five areas for adapting established quality assurance processes 131
Figure 28: Considerations for a blended learning approach and ongoing school education development 138
Figure 29: The roles and relationships between education stakeholders 140
Figure 30: Schematic View of European Commission’s Digital Competence Framework for Citizens. 143
Figure 31: Schematic View of European Commission’s Digitally Competent Educational Organisations
(DigCompOrg) Framework. 145
Figure 32: Schematic view of European Commission’s Digital Competence Framework for Educators 146
Figure 33: Progression model of the European Commission’s DigCompEdu 146
Figure 34: Framework for the Personal, Social & Learning to Learn Key Competence (LifeComp) 147
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Image: EU2017 Estonian Presidency
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“hybrid” approach or a more specific term relating the environment or tool being used, such as
“online learning”.4 5 6 7 8 9 10
Supporting blended learning, whether designing and organised at system, school or classroom
level, requires more than addressing teacher and learner competence and their own use of
environments and tools. It requires a coherent approach by the whole of the school education
system encompassing: school leadership; learning design; teacher professional development and
working conditions; the collaboration between schools and the wider community; infrastructure
and resources; and quality assurance.
Blending school site and distance learning environments
Learning can be facilitated both on the school site and in other physical environments away from
the school site (distance learning). This is not a new phenomenon in education but could be
better and more systematically integrated so that all learners can benefit from its advantages,
before continuing to learn and develop throughout their lives in a rapidly-changing world.
Doing so can help to increase the inclusiveness of school education, particularly due to its
flexibility, such as better provision for education in rural and remote areas, including the
outermost regions and island communities, and other circumstances where young people may not
attend the school site full-time (traveller communities, young carers, learner’s own health issues,
high performance training, or vocational training and paid work) or where specialised teaching
staff are is not available locally. It can enhance competence development, due to the variety of
learning approaches and environments it can engage with, including the outdoors, cultural sites,
and various places of employment (work-based learning).
A blended learning approach recognises the value of school education as a collection of shared
spaces for personal and social interaction, which itself is important for learning as a way of
understanding and making meaning in the world. In a blended learning approach, shared-space
learning – whether the same physical space or online - makes the most of the opportunity for
interaction between pupils, between staff, and between pupils and staff.
4 Hall, H., & Davison, B. (2007). Social software as support in hybrid learning environments: The value of the blog as a tool for
reflective learning and peer support. Library & Information Science Research, 29(2), 163–187.
5 See https://blearning-project.eu/index.php/news/18-transnational-needs-analysis-report
6 Hrastinski, S. (2019) What Do We Mean by Blended Learning? TechTrends 63, pp.564–569. https://doi.org/10.1007/s11528-
019-00375-5
7 Friesen, N. (2012) Report: Defining Blended Learning. Available at
https://www.normfriesen.info/papers/Defining_Blended_Learning_NF.pdf
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Bryan, A., Volchenkova, K.N. (2008). Blended Learning: Definitions, Models: Implications for Higher Education.
Available at
https://www.researchgate.net/publication/303815166_BLENDED_LEARNING_DEFINITION_MODELS_IMPLICATION
S_FOR_HIGHER_EDUCATION/link/5b7e368992851c1e1229270c/download (accessed: 3.06.2020)
9 Olapiriyakul, K., & Scher, J. M. (2006). A guide to establishing hybrid learning courses: Employing information technology to
create a new learning experience, and a case study. The Internet and Higher Education, 9(4), 287–301.
10 Hrastinski, S. (2019) What Do We Mean by Blended Learning? TechTrends 63, pp.564–569. https://doi.org/10.1007/s11528-
019-00375-5
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Aside from broadening the scope of learning environments, a school that engages with
practitioners with different expertise, and that promotes collaboration with the community, can
encourage a shared responsibility for the development of young people – it is inclusive. This in
turn can help young people to understand and be motivated by the relevance of formal education
to their lives in society. It can support their broad competence development and increase their
understanding of and engagement with local and global challenges, for instance those related to
the environment and climate change.
All learning environments need to be safe and well-functioning, contributing to teachers’ and
pupils’ well-being, as well as the learning outcomes. Physical spaces for learning, whether they
are located on or off the school site, should be accessible to children with disabilities and from
socio-economically disadvantaged areas and not lead to discrimination or segregation.
Blending different learning tools that can be digital (including online) and non-digital
For the purposes of the Recommendation, online learning is defined as that which takes place
with the use of digital technology to connect different devices and to facilitate an
interaction between the learner and: other learners; learning programmes and platforms;
and other content as sources of information. When designed well and used effectively, this can
improve inclusiveness and competence development, and can personalise learning.
Online learning may take place in any physical environment where a learner can use a device to
connect to the Internet. It can support learning in different contexts, including school site and
distance learning, separately or in combination, and is therefore important in supporting blended
learning.
Digital learning tools do not always need to be connected to the Internet and can include: smart
boards and projectors for collaboration in classrooms; mobile devices and laptops with
applications for designing, exploring and sharing work; television and radio for following
recorded programmes; and Augmented Reality and Virtual Reality tools and application for
enhanced interactivity.
These can be complemented by a full variety of other learning tools (books, craft tools, analogue
scientific equipment, and sports equipment) to create a varied learning experience and access to a
range of content that can help to develop a broad range of competences.
Blending learning environments and tools within tasks
Of paramount importance to the learning design is blending environments and tools needs as
appropriate to learner age, capacity, and circumstances, and the intended learning outcomes. For
example, the decision to complement teacher-led with pupil-led tasks, and collaborative (group
or whole class) tasks with individual tasks, are important factors in the way blended learning
environments and tools can be effective for both younger and older pupils.
Blended learning has the potential to empower pupils to:
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become strong, independent and also collaborative learners and also have more
ownership of their lifelong learning, which will help support a culture of lifelong learning
in the future;
have a more personalised approach to their formal education, with extra attention and
support given to any areas that may be hindering progression;
develop creative characteristics (curiosity, imagination, perseverance, problem-solving,
critical reflection) and all Key Competences for Lifelong Learning11;
recognise their own particular talents and make links with their learning in non-formal
settings;
enjoy a healthy and active lifestyle, encouraging positive lifelong habits12;
recognise the relevance of this learning to their lives and develop a sense of agency as
active European citizens.
2.1.2 Why rethink the blend of environments and tools with established practices of school site
learning?
The vision of the European Education Area and of the Digital Education Action Plan 2021-27 is
for school education that is fully inclusive – with flexibility, access, and engagement - and of
high quality with meaningful learning experiences - that are personalised and relevant to the lives
of learners. In order to achieve this, what are the advantages of blending learning?
Blended learning is a flexible approach that can support a project or course of study to progress
whilst not requiring teachers and learners to be in the same physical space at all times. On a
practical level, this is useful for times when attending a school site is not possible, or when other
sites are more appropriate for the learning approach. It demands a careful consideration of the
learning design. It requires decisions to be made about how and when to best use the different
environments for independent study, collaborative enquiry, social interaction, and practical
application of knowledge and skills. It encourages a review of what the school site is and can be
for the learner and its community, and how school time is best utilised.
It can help to improve the inclusiveness of education, particularly due to its flexibility, if
resources and school organisation allow. For example, there can be better provision for education
in rural and remote areas, including the outermost regions and island communities, and for other
learners who may not attend the school site full time: those part of traveller communities; young
carers; those with health issues or residing in hospitals and care centres; those engaged in high-
11 Council Recommendation on Key Competences for Lifelong Learning - 2018/C 189/01 - https://eur-lex.europa.eu/legal-
content/EN/TXT/?uri=OJ%3AC%3A2018%3A189%3ATOC
12
As described by Commissioner Gabriel, in announcing the HealthyLifeStyle4All initiative, 23 March 2021.
https://ec.europa.eu/commission/commissioners/2019-2024/gabriel/announcements/opening-speech-commissioner-mariya-
gabriel-erasmus-sport-info-day-2021_en
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performance training (for example young athletes or performance artists); and those in vocational
training or paid work.
“Blended Learning can raise student motivation, enthusiasm, and
overall engagement while at the same time it can improve skills
that are critical for the students’ future.” (Ministry
representative)
The periods learning on the school site can both prepare and reinforce learning in other
environments. However, these other environments do not mean that pupils are alone. Any time
that pupils spend learning together, with or without a teacher or other learning facilitator, and on
the school site or in other indoor and outdoor environments, are important for enhancing
learners’ social skills, well-being and sense of community.
Blended learning has the potential for teachers to redefine their practice using a range of tools,
including digital technology, where learners can engage in self-directed learning around issues
that are meaningful to them. This embraces the contemporary educational perspective that
students are not merely passive receivers of information and the teacher is not the only
facilitator. Tools that facilitate greater student autonomy in the learning process can stimulate
and support student agency (sense of own competence), personalised learning, and intrinsic
motivation. Where relevant tools are used, it can also support the development of digital
competence13.
13As set out in the 2018 Recommendation on Key Competences for Lifelong Learning https://eur-lex.europa.eu/legal-
content/EN/TXT/?uri=uriserv:OJ.C_.2018.189.01.0001.01.ENG&toc=OJ:C:2018:189:TOC
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Figure 1: Examples of designing for learning in new ways with environments, tools and tasks
Ultimately blended learning has the potential to transform educational experiences for young
people14 by allowing learners to take more responsibility for their own learning before and after
a live classroom session. Blended learning is a way to move towards a competency-based
approach where the learner is in the centre15. For teachers, blended learning allows for valuing
all learners, differentiating and personalising teaching.
The ability to support learners with specific needs through blended learning was already evident
before the COVID-19 pandemic16. However, lasting and widespread change or transformation
will require a collaborative approach, where policy makers, curriculum designers, education
researchers, teacher educators, teachers, and pupils themselves engage constructively in
developing new understandings and designs for how teaching and learning can better serve the
needs of all learners.
Blended learning has been mostly used in tertiary education and business training, as well as
some schools in remote areas17. However, it can also be effectively implemented in mainstream
14 Terada, Y. (2020) A Powerful Model for Understanding Good Tech Integration. Available at
https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration
15 iNACOL Blended Learning Teacher Competency Framework https://files.eric.ed.gov/fulltext/ED561318.pdf
16 See Hughes, G. (2007) Using blended learning to increase learner support and improve retention. Accessed at
https://discovery.ucl.ac.uk/id/eprint/10002022/1/Hughes2007Using351.pdf
Also : Rivera, J.H., (2016) The Blended Learning Environment: A Viable Alternative for Special Needs Students, Journal of
Education and Training Studies Vol. 5, No. 2; February 2017 Published by Redfame Publishing URL: http://jets.redfame.com.
Accessed at : https://files.eric.ed.gov/fulltext/EJ1125804.pdf
Also: UNESCO (2016) Learning for All: guidelines on the inclusion of learners with disabilities in open and distance learning.
Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000244355
17 Bacsich, P. (2012) Virtual schools and colleges providing alternatives for successful learning volume 1. Available at
https://www.researchgate.net/publication/339537812_VIRTUAL_SCHOOLS_AND_COLLEGES_PROVIDING_ALTERNATIVES_FOR_
SUCCESSFUL_LEARNING_VOLUME_1
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school education if a number of factors are taken into consideration.18 It is important that the
strategy of the school and the design by the teachers as professionals is based on what is best for
the learner; that there is clear understanding of and rationale for the embedding of different
learning environments and tools; and that the learning process is carefully planned, created and
monitored with feedback to inform future learning design and school development.19
18 Review on Blended Learning: Identifying the Key Themes and Categories: http://www.ijiet.org/vol7/952-ER0019.pdf
19 Expressed by the Distance Learning Network: School education in its discussion on Blended Learning, 10 June 2020
20 Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and
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The integration of different learning tools is also not new. The integration of books can be traced
back to the invention of the printing press in 1436 and the more recent shift from blackboard, to
whiteboard, to interactive smartboard is also well documented.22
There is a lack of research evidence of schools or systems which have an established and full-
embedded approach to blended learning as it is described here, although what exists has explored
instructional design, teacher and pupil interaction, learning outcomes, attitudes, and the use of
technology.23 Nevertheless, plentiful evidence can be usefully found regarding the separate
elements, such as on effective practice in:
- Modifying learning environments inside and outside school classrooms;
- Vocational education and training and work-based learning (including extra-
curricular placements and volunteering);
- Using digital tools to personalise learning and access information in different ways
(including virtual reality and game-based learning);
- Project-based learning (which is typically more pupil-led, in small groups or
asynchronous);
- Alternative education provision (home schooling, hospital schools, rural and remote
including the outermost regions and island communities, settings);
- Higher Education.
https://www.hepi.ac.uk/2020/11/04/blended-learning-a-long-term-shift-in-pedagogy/
23 See https://flexible.learning.ubc.ca/research-evidence/research-articles-2/blended-learning/
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The existing research evidence on blended learning and its separate elements is explored
further in Chapter 3.
Evidence specifically from school education is emerging and is likely to expand rapidly
following the experiences during school restrictions, which will be invaluable to the field.
There is no clear evidence on “how much” of any particular learning environment is beneficial,
and the complexity of the learning process and contexts means that there can be no “one size fits
all” ideal. However, more deficits may exist in either solely distance or school site education
compared with blended learning, which combines both approaches.24
24 Yu, Zhonggen. (2015). Blended Learning Over Two Decades. International Journal of Information and Communication
Technology Education. 11. 1-19. 10.4018/IJICTE.2015070101.
25 Garrison and Kanuka 2004 makes this point,
https://www.researchgate.net/publication/222863721_Blended_Learning_Uncovering_Its_Transformative_Potential_in_Highe
r_Education
26 Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Innosight Institute.
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In what is more commonly known as a “flipped classroom”, pupils may acquire preliminary
knowledge at home or remotely – for example, via books or online research - and teachers
use school lesson time to facilitate the application of that in practice. 28 This approach may
be taken whenever appropriate in a course of study and relies on all pupils having adequate
opportunity to develop knowledge and skills in both environments. 29 The particular feature
of “flipped” is that learning happens before, and potentially after, the lesson (classroom)
application.
Blended learning invites a consideration of a learning process that extends both before and
after a structured learning event, or “lesson”. It can allow time in the live event for
discussion and working with learners who need extra help; time being a precious commodity
in education. As described above, it can also encourage the learner to take ownership of the
whole process, albeit collaborating with others (teacher, peer, parent, and support staff) at
different stages. It potentially reduces the likelihood that teacher-pupil knowledge transfer
will dominate the learning process and establishes the “before” and “after” stages as being
equally balanced according to learner input. It may be assumed that the more the learner is
required to take ownership of the process, the more “relevant” the learning can seem to the
learner, and thus the more they are likely to be motivated in their learning.
27 Based on original graphic designed by K. Walsh, College of Westchester, NY and Flipped Learning Network. See
http://www.flippedclassroomworkshop.com/ and https://flippedlearning.org/
28
See https://www.blendedlearning.org/models/#flip
29 During school closure and partial re-opening, this approach was encouraged by the Belgium ministries of education: using
distance learning as “pre-learning” in order to make best use of limited classroom time.
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Figure 4: Blended learning as a process including before and after learning events30
A blended approach may also be described along a spectrum of less-to-more time spent
learning at distance compared to on the school site.
For learners that are able to learn more independently (depending on their age, confidence
and competence), some time - hours, days, weeks - can be spent learning at distance. The
role of teacher is then to provide support, feedback and instruction on a needs basis while
students work through course curriculum and content. This gives students a high degree of
control over their learning and supports their self-directed and goal-oriented learning. This
may include taking elective courses provided by other schools, or internships in the
workplace, that are of particular interest to the student and can be included in a flexible
schedule “a la carte”. For the teacher and the school staff as a whole, it is important to
consider how the monitoring and structuring of the learning process can be effectively
provided whilst avoiding increased teacher workload or that certain learners miss out on
vital additional support.
There may be more rare situations where the majority of learning takes place at distance, and
pupils only attend school for occasional group or individual sessions with a subject teacher
or learning mentor (across different curriculum areas). This does not require daily school
attendance and may be useful for: students who, for instance, due to illness or professional
contracts cannot attend school every day, or when their home is very remote from the school
site; and when schools cannot have all students in their premises at the same time..
30Based on Liu et al (2017) Cloud-class Blended Learning Pattern Innovation and Its Applications, Proceedings of the 2017
International Symposium on Educational Technology, Hong Kong. Available at
https://www.researchgate.net/publication/318099730_2017_International_Symposium_on_Educational_Technology_ISET_20
17
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The opportunity to have this flexibility will depend on the capacity of the learner to work
independently and with the appropriate support from another. It may be assumed that
younger learners need more support but this is not always the case as many factors
contribute to the capacity of learners to thrive in different environments and with different
tools.
The Council Recommendation on the Key Competences for Lifelong Learning31 describes the
eight competences (each comprising knowledge, skills and attitudes) needed by everyone for
personal fulfilment and development, employability, social inclusion and active citizenship.
The Key Competences are: literacy; multilingual; mathematical and science; digital; personal,
social and learning to learn; citizenship; entrepreneurship; and cultural awareness and
expression.
The framework integrates a view of education as a continual, lifelong-process with high-quality
education and training on an on-going basis. Likewise it encourages a variety of learning
approaches and contexts for continual learning through diverse experiences. This includes
finding the most appropriate way to assess and validate competences.
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Taking these points into consideration, the key competence of “Personal, Social and Learning to
learn” itself is important to support the development of all other competences and even more so
33 Distributed leadership in schools aims to better share tasks and responsibilities across the entire school community,
encouraging teachers, non-teaching staff, learners or other stakeholders to take on leading roles in a particular area of
expertise, assume responsibility and take initiatives as individuals or groups. It promotes teamwork, multi-disciplinarity and
professional collaboration and enhances a variety of competences in all participants.
34 European Commission, 2015, Science Education for Responsible Citizenship, Report of the expert group on science education
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within a blended learning approach. The development of this key competence is required from an
early age.
The Key Competence “Personal, Social and Learning to Learn” is described further in
Chapter 3 and the detailed competence framework is presented in Chapter 4.
Blended learning prompts a review of national and school curricula because the expectations set
down for learner competences can have a direct impact on the design of the learning process,
including assessment35 and vice versa.
Effective blended education requires a shared and well-communicated long-term vision of the
objectives of the blended approach. Coherence with broader school strategies is also needed,for
35 This paradigm shift is explored in detail by Fullan, M., Quinn, J., Drummy, M., Gardner, M. (2020), “Education Reimagined;
The Future of Learning”. A collaborative position paper between New Pedagogies for Deep Learning and Microsoft Education.
http://aka.ms/HybridLearningPaper
36 See the European Toolkit for Schools
https://www.schooleducationgateway.eu/en/pub/resources/toolkitsforschools/area.cfm?a=5
37 See European Commission (2015) A whole school approach to tackling early school leaving,
https://ec.europa.eu/assets/eac/education/experts-groups/2014-2015/school/early-leaving-policy_en.pdf
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example, alignment with the overall mission statement of the school, its digital learning strategy,
and its well-being actions).
A more recent model from the Embed Erasmus+ project38, developed for higher education but
also applicable for the school sector, sets out eight areas which could be considered for an
institution to develop a blended education strategy: institutional support; strategies; sharing and
communities; professional development, quality assurance; governance; finances and facilities
(see Figure below).
For each of these areas three levels of ‘maturity’ are detailed. For example, regarding
professional development an ‘ad hoc’ level is where only a small number of workshops are
offered to teaching staff, whereas at a ’strategic level‘ all staff are systematically provided
training in blended learning design and facilitation. A wide portfolio of courses are made
available and teachers are recognised for their professional development activities.
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Figure 7: Eight areas for institutions to consider when developing a blended learning strategy
39 Yu, Zhonggen. (2015). Blended Learning Over Two Decades. International Journal of Information and Communication
Technology Education. 11. 1-19. 10.4018/IJICTE.2015070101.
40
https://www.schooleducationgateway.eu/downloads/Governance/2018-wgs1-governance-school_en.pdf
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Figure 8: The school as a learning organisation, as developed by the ET2020 Working Group
Schools41
41 https://www.schooleducationgateway.eu/en/pub/resources/governance-of-school-edu.htm
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horizontal and vertical connections. Horizontal connections may be between regions, between
schools, or between a school and the wider community. They may be based on formal or more
informal arrangements. Vertical connections are often hierarchical, such as between a school and
the inspectorate. There are degrees of authority in these relationships, the level of which can
influence how the work is initiated and carried out.
Strengthening and exploiting these connections helps to organise collective intelligence in order
to understand and act upon what is - and what needs to be - happening in different parts of the
system. Networks and feedback loops are particularly important mechanisms for this. A learning
system promotes a long-term step-by-step approach to school education development, with
piloting, reflection and feedback, in order to ensure the sustainability and legacy of education
policies.42 In a similar way, a system approach to blended learning can be understood at three
levels: the macro (national or regional), meso (school strategy or programmes of study) and
micro (teacher learning design):
School leaders have a key role to play in raising awareness, motivating and involving all staff as
well as the school’s parents and students in developing a shared vision for blended learning. The
role of parents, especially for supporting primary school pupils, cannot be underestimated. Broad
stakeholder engagement can promote transparency, trust, shared responsibility and ongoing
reflection on how to improve on a continuous basis. Policy makers can also play a key role in
promoting collaboration within and between schools on blended learning. Schools may also
42
For more on the concept of school education as a learning system, see the ET2020 Working Group report on “European ideas
for better learning: the governance of school education systems”. Available at
https://www.schooleducationgateway.eu/en/pub/resources/governance-of-school-edu.htm
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build bridges with wider communities including researchers to support school-level blended
learning and to develop their capacity to work systematically with quantitative and qualitative
data.
School self-evaluation has emerged as a key mechanism to support whole approaches to change
and innovation. With a strongly-held belief in Europe that school autonomy leads to increased
quality44, schools may have greater responsibility for student outcomes, and more latitude to
tailor responses appropriate for the school’s own context. School self-evaluation and the
diagnosis of school needs, insight and understanding followed by action for improvement and
review can be effective in implementing a blended learning approach.
School self-evaluation has been shown to lead to greater sensitivity about areas in need of
improvement.45 It is found to lead to more frequent and open consultation about the quality of
education and more classroom visits by the school leader. The process of school self-evaluation
allows teachers to develop a perspective beyond their own classroom, particularly when they are
involved in decision-making. In addition, policy makers can also provide various tools,
guidelines and approaches, adapted to local contexts and needs, which can support schools in
their self-evaluation and organisational development. Human and financial resources and time
also needed to be made to conduct effective school strategies for blended learning.
To support schools in gathering evidence and designing a blended education strategy, the free
online SELFIE self-reflection tool could be of direct use. SELFIE (Self-reflection on Effective
Learning by Fostering the use of Innovative Educational Technologies) was developed by the
43 Source: www.kotterinc.com/8-steps-process-for-leading-change/
44 da Cruz Martins, S., Albuquerque, A., and Capucha, L. (2019) “School autonomy and administration. Configurations and
processes in Europe” in School Autonomy, Organization and Performance in Europe, ed. da Cruz Martins et al, Lisbon: CIES –
Iscte (Centre for Research and Studies in Sociology)
45 European Commission (2020) Supporting school self-evaluation and development through quality assurance policies: key
considerations for policy makers. Report of the ET2020 Working Group Schools. Available at
https://op.europa.eu/en/publication-detail/-/publication/a08583f0-c18f-11ea-b3a4-01aa75ed71a1/language-en
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European Commission in cooperation with education authorities and other experts and was tested
extensively with schools prior to launch in 2018. The tool – which has now been used by over
one million students and staff in 74 countries - is designed to help schools embed digital
technology into teaching, learning and student assessment, with a focus on learning and
pedagogy rather than technology per se.
More information on the SELFIE tool for schools and teachers is given in Chapter 4
The Recommendation – and the research evidence it is based on – recognises that combining
effective school site teaching and facilitating flexible distance learning46 for all pupils in a way
that functions as a coherent pedagogical approach47 requires a high level of competence of
teachers and school leaders. This needs to be coupled with clear guidance, some degree of
autonomy, and sufficient time and other resources to create an appropriate learning design in
advance.
The Recommendation does not intend to instruct how schools must organise teaching and
learning, nor how all teachers must facilitate the learning process. Given the diversity of
circumstances surrounding school education, it is not possible to construct a “one size fits all”
approach. However, there are principles that can be understood and generally applied within a
blended learning approach.
46Stein, J., & Graham, C. R. (2014). Essentials for blended learning: a standards-based guide. New York: Routledge.
47Krasnova T. A Paradigm Shift: Blended Learning Integration in Russian Higher Education. Procedia – Social and Behavioral
Sciences, 2015, no. 166, pp. 399–403. Available at: https://www.sciencedirect.com/science/article/pii/S1877042814066816
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Enabling school change requires strong leadership by school leaders and school heads who are
informed about, willing, and able to co-construct an appropriate strategy, which may include the
integration of technology.
Implications for Initial Teacher Education (ITE) and Continued Professional Development
(CPD)
Within a move for change must be a recognition of teachers as individuals and supporting them
to adapt to various situations and to deal with the challenges that they encounter.
Naturally, teacher professional development opportunities (courses, network discussions,
projects, mentored reflections, self-assessment tools) need to be adapted with both the design
principles of a blended learning approach and individual teacher needs in mind.
Initial Teacher Education is a crucial phase to consider as each yearly intake of teachers need to
be prepared for adapting their practice in any number of ways. Like digital education, designing
for a blended learning approach (blending different environments and tools with tasks) should
not be a separate idea or module in teacher professional development. It should be embedded in
any reflection on learning design – and therefore should be a part of both Initial and Continued
Professional Development.
If a blended learning approach is seen as a useful approach in a state of emergency, teacher
professional development – as well as school development plans – may also usefully include
some element of preparing alternative approaches in times of need.
The role and work of teachers and school leaders is discussed in more detail in Chapter 3.
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The main focus of any learning process is the learner and therefore, when designing within
a blended learning approach, their needs, their expectations, their backgrounds and special
characteristics should be identified and considered carefully.48
“Scaffolding” learning
Blended learning, by diversifying the environments and tools, can alter the relationship between
teachers and pupils – and between pupils and the learning content – if the appropriate learning
tasks require that the teacher is not always giving direct supervision. Such a deliberate shift can
give learners more control over the time, place, path, and pace of the process.
It can create new learning experiences that are flexible and personalized, customized to the needs
and the circumstances of the individual learner or groups of learners.
However, this is not to say that the teacher is completely absent from the learning process. This
is a misinterpretation of the concept. Regardless of the age of the learner, and regardless of
whether the teacher and pupils are in a shared physical space or not, the teacher is a constant and
critical presence in the learning process. They design the approach and select the blend of
environments and tools; they explain the tasks; they are active in the tasks when appropriate; and
they review the learning progression after the tasks. Understanding what the learner can do with
and without assistance from others is the essence of Vygotsky’s “Zone of Proximal
Development”49 and the “scaffolding” described by Bruner50 whereby there is a “role played by
the teacher, parent or more experienced peer in providing … support.”51
One claim is that learning without constant close supervision (for instance with some online or
distance learning) may be more suitable for older students and adults, where learners have more
control over time, place, path, and/or pace52, however, younger pupils and those needing
additional learning support may struggle to learn independently. This may seem obvious: with
experience and higher levels of competence, one assumes the learner can manage their own
progress. However, there are many more factors that influence learning, some of which are
described by pupils themselves in the student consultation conducted in 2021 (see Chapter 3).
48 https://www.tandfonline.com/doi/full/10.1080/09687760500479787
Also: https://amberhartwell.wordpress.com/2015/12/02/important-k-12-distance-learner-characteristics/
Also: https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0043-4
49 Vygotsky, L.S. (1978) Mind in Society, Cambridge, MA: Harvard University Press
50 Bruner, J. (1990) Acts of Meaning, Cambridge, MA: Harvard University Press
51 Ewing, R. (2016) Dramatic Play and Process Drama: Towards a Collective Zone of Proximal Development to Enhance Language
and Literacy Learning. In Dramatic Interactions in Education: Vygotskian and Sociocultural Approaches to Drama, Education and
Research, ed. Davis et al, London: Bloomsbury
52 Staker H., Horn M.B. Classifying K-12 Blended Learning. Available at: https://www.christenseninstitute.org/wp-
content/uploads/2013/04/Classifying-K-12-blended-learning.pdf
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Indeed, the challenge of and antagonism between intrinsic and extrinsic motivation in teenagers
is well-known and researched.53 Therefore, assumptions about age and capacity to achieve
defined learning outcomes should be treated with caution given that a 10-year-old boy may be
more motivated to complete a learning task than a 15-year-old girl depending on their personal
circumstances.
Designing learning requires serious consideration of the necessary support for learners who
require additional assistance: those with special education needs and those whose personal
circumstances may have a negative impact on learning outcomes if the learning is to take place
in a different environment or with different tools.
There are specific needs relating to the learning task and overall learning process, including:
- Working both with peers and independently when necessary with a sense of agency
(confident that one has the competence and freedom to act);
- Managing the learning process for oneself or on behalf of others;
- Communicating ideas and asking for assistance when needed, either in person or via
communication tools;
- Trusting and collaborating with others in the wider school community, for example
cultural sector professionals or work-place mentors;
- Carrying a sense of learning and development across a number of different
occasions, recognising how one has developed and where to progress next.
A core idea of the Whole School Approach (see 2.3.1 above) is that learners - like any
stakeholder group in education - do not exist in isolation; they are shaped by social interactions
with the people around them. Therefore, just as important to designing learning for the individual
learner is reflecting upon the needs and influences of their peers, teachers and school leaders,
parents, other learning facilitators inside and outside of the school, and any other supportive
person.
53
Çelçima, D. (2017) Adolescents and the challenges in their motivation, European Journal of Social Sciences, Education and
Research, 4 (2), pp96-105
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a safe and secure online experience for pupils of all ages when connecting with digital
devices.
Empowering learners to actively participate in their learning process has been defined as an
understanding that digitally competent teachers develop – or need to develop54. Ensuring access
to digital resources and learning activities for all students, using digital technologies to address
diverse learning needs and capabilities, using digital technologies to foster learners’ active and
creative engagement in their learning and using digital resources and tools, online learning
environments and platforms to ensure students' learning within and beyond the classroom, are
essential elements that can facilitate the development of a blended learning approach.
Learner well-being
The pandemic increased a long-standing concern for the physical, mental and emotional well-
being of young people, not merely their progression through the statutory school curriculum. All
young people should be supported to enjoy a healthy and active lifestyle, encouraging positive
lifelong habits, and have the opportunity to participate in a range of sports and other physical
activities, which enhance motor skills and boost mental and emotional well-being. Young people
also need support for their mental and emotional well-being during learning, including learning
tasks under increased pressure, understanding safe and responsible online behaviour. Support is
also needed for those learners who spend extended periods of time away from peer or school
staff support.
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children and other learners from disadvantaged backgrounds, risked being excluded from
“scaffolded” learning. An analysis of the open public consultation on the Digital Education
Action Plan55 confirmed that the COVID-19 pandemic deepened already existing inequalities in
terms of disadvantaged groups and minorities having access to tools (both devices and Internet
connectivity), as well as learners with special educational needs lacking the individual support
they might usually receive from the school.
Nevertheless, there are certain groups of learners from mobile communities, such as Roma,
Gypsy and other Traveller communities, whose attendance on the school site and access to
structured learning can be interrupted. Carefully designed distance or blended learning
programmes could improve these young people’s educational experience
and attainment and increase future educational opportunities for them and their other family
members.56 Blended learning has also been found to be an effective approach to address the
learning challenges in students with special needs and a promising intervention to enhance
learning of students with disabilities.57
55 https://ec.europa.eu/education/sites/education/files/document-library-docs/deap-swd-sept2020_en.pdf
56 https://www.step.education.ed.ac.uk/
57 See Hughes, G. (2007) Using blended learning to increase learner support and improve retention. Available at
https://discovery.ucl.ac.uk/id/eprint/10002022/1/Hughes2007Using351.pdf
See also Rivera, J.H., (2016) The Blended Learning Environment: A Viable Alternative for Special Needs Students, Journal of
Education and Training Studies Vol. 5, No. 2; February 2017 Published by Redfame http://jets.redfame.com. Available at
https://files.eric.ed.gov/fulltext/EJ1125804.pdf
See also UNESCO (2016). Learning for All: guidelines on the inclusion of learners with disabilities in open and distance learning.
Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000244355
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The terminology and descriptions hereunder are given for the purposes of the Council
Recommendation and this document. Many of the terms have been discussed and agreed by
national representatives and are used in European Commission publications. It is accepted that
they may vary across other publications and in other contexts.
Beginning teacher Early career teacher who carries out wholly or partially the
tasks incumbent on experienced teachers, and are remunerated
for their activity. Normally this period includes training and
evaluation, and a mentor providing personal, social and
professional support is appointed to help new teachers within a
structured system. Depending on whether the teacher has
already achieved their formal qualification, the phase can last at
least several months up to two years.
Blended learning This is the design and facilitating of learning both on the school
site and in other physical environments away from the school
site (distance learning) and the use of different learning tools
(digital, which can be online, and non-digital). It can be an
approach at the micro level - in a single learning process with a
group of learners - , the meso level - a strategic approach by a
school to facilitate blending learning -, and the macro level –
embedded as a system-wide approach.
Collaborative learning When learning is collaborative it involves interaction between
learners – either facilitate or not by a teacher - where the
members of the group are helping each other to progress in the
task as well as themselves.
Competence (Key Competences are defined as a combination of knowledge, skills
Competence) and attitudes, where:
knowledge is composed of the facts and figures,
concepts, ideas and theories which are already
established and support the understanding of a certain
area or subject;
skills are defined as the ability and capacity to carry out
processes and use the existing knowledge to achieve
results;
attitudes describe the disposition and mind-sets to act or
react to ideas, persons or situations.
There are eight Key Competences for Lifelong Learning.
Continued Professional (also Continuing or Continuous) This is the learning that
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58
https://en.wikipedia.org/wiki/COVID-19_pandemic
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41
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School head The most senior school leadership position - the person with
overall responsibility for the pedagogical and administrative
management of the school or cluster of schools. This role might
also be referred to as ‘head teacher’, ‘school principal’ or
‘school director’. They can also be included in the broad
definition of ‘school leader’.
School leader One who holds a formal position of responsibility for the
management of the school. School leaders are also “teachers”,
as they are also still involved in learner development, both in
and out of the classroom.
Schools as learning This is the concept of a school community that encourages and
organisations enables teachers and school leaders to improve both their
pedagogical and their organisational practices concurrently
through local collaborative research, networking and continued
professional development. Such schools do not exist in
isolation; they are linked and embedded within a learning
system where decision-makers can learn from the developments
that are taking place in and around schools.
Special Educational Needs Learning problems or disabilities that make it harder for
children to learn than most children of the same age.
Stakeholder Stakeholders are individuals, groups, or formal organisations
that have an interest in and/or responsibility towards improving
school education. They include students, parents, teachers,
school heads, local authorities, social partners, employer
organisations, researchers, non-governmental organisations,
and others.
Student teacher Persons undertaking a formal course of theoretical and practical
study in order to qualify as a teacher.
Those leading such study are called “teacher educators”.
Teacher The role of the teacher combines pedagogical practice of the
classroom with other tasks supporting the functioning and
development of the school. They are responsible for their own
professional development and that of their peers. They may also
take on minor or temporary leadership roles – as project
managers, peer mentors, or specialists in a particular
competence.
Quality assurance Quality assurance involves the systematic review of educational
provision to maintain and improve its quality, equity and
efficiency. It encompasses school self-evaluation, external
evaluation (including inspection), the evaluation of teachers and
school leaders, and student assessments.
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Whole School Approach This involves collaboration between all parts of the school. It
needs a positive attitude towards working together between
school leaders, teachers and all school staff, as well as parents,
carers and the wider community.
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An ongoing dialogue with different education stakeholder groups involved is important in any
change or reform process, not least with a blended learning approach that involves all parts of the
school education system. This is important to recognise and value not just in the context of this
Recommendation but also taking the work further at a national, regional, and local level in the
future.
The European Commission has consulted with ministry of education representatives, European
network organisations (of teacher educators, parents, students, employers, and trade unions),
educators, school pupils, and other members of the public.
Various methods have been used to better understand the challenges and possibilities in this area:
online meetings and webinars: allow different representatives to share and discuss
experiences in depth, reacting in real time to each other’s views
surveys to a targeted school education audience: asking a small number of focused
questions to a specific stakeholder group gives voice to a large number of practitioners
and generates useful data to understand needs and possible solutions
public consultation: allowing a broad set of opinions to be expressed can help decision-
makers see an issue from a range of perspectives
EN EN
Image: pixabay.com
46
research projects: primary research (generating new data) can help understand the
impact of a current or new approach, which can be complemented by secondary research
(reviewing previous research) can give light on recent developments in the light of new
contexts.
In 2020, the Commission undertook a number of supportive and consultation activities, notably
during the early months of the pandemic focusing on school site closure and reopening, for the
Digital Education Action Plan, and at the start of the new academic year regarding ongoing
school education development.
The Commission hosted an online Distance Learning Network (April-June) with two
subgroups - School Education and Higher Education - for Member States ministry
representatives to exchange approaches on the continuity of education in their systems
during the first months of the COVID-19 pandemic. Participants discussed and shared
approaches on key topics, including assessment and examinations, well-being, and
quality assurance. Representatives also gave their input to “Blended learning in school
education: guidelines for the start of the academic year 2020/21” which were published
online in July.
Exchange of information and ideas on online and distance learning took place via the
ministerial videoconferences organised by the Council presidency, and at the levels of
Directors General for Schools, Higher Education, and Vocational Education and
Training, the ET2020 Working Groups, and European stakeholder network events.
A broad public consultation took place on the Digital Education Action Plan 2021-27
between June and September 2020. The Open Public Consultation results59 found that
almost 60% of the respondents had not used distance and online learning before the crisis
and yet 95% consider that the COVID-19 pandemic marks a point of no return for how
technology is used in education and training. The new Digital Education Action Plan
2021-2027 outlines the European Commission’s vision for high quality, inclusive and
accessible digital education in Europe. It is a call to action for stronger cooperation at
European level to learn from the COVID-19 pandemic and make education and training
systems fit for the digital age. One of the Action Plan’s two strategic priorities is
fostering the development a high-performing digital education ecosystem, under which
the Recommendation is proposed.
Additional communication with stakeholders on this topic was undertaken in April and
September 2020 in the form of two European online surveys via the Commission’s
School Education Gateway platform, which highlighted the growing confidence of
59
Available at https://ec.europa.eu/info/law/better-regulation/have-your-say/initiatives/12453-Digital-Education-Action-
Plan/public-consultation
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teachers and their capacity to innovate, but also still highlighted their urgent need for
professional development opportunities.
In August to October 2020, the Commission facilitated a series of online discussions with
members of the ET2020 Working Group Schools (representatives of ministries and
stakeholder organisations) specifically focused on blended learning in the current school
education context.
60 From the initial list of volunteers, 7 teachers took part from 5 countries (EL, DE, FR, HR, IT) with a total of 104 student
responses – 38 primary and 66 secondary.
61 How families handled emergency remote schooling during the Covid-19 lockdown in spring 2020 by Vuorikari, R., Velicu, A.,
Chaudron, S., Cachia, R. and Di Gioia, R., EUR 30425 EN, Publications Office of the European Union, Luxembourg, 2020, ISBN
978-92-76-24519-3 (online), doi:10.2760/31977 (online)
62 European Commission / Joint Research Centre (forthcoming) What did we learn from schooling practices during the COVID-19
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Through the different modes of communication listed above (section 3.1) the European
Commission has explored with stakeholders these key questions:
What are the opportunities for school education when adopting a blended learning
approach?
What are the challenges?
How can blended learning as a concept be supported in a practical sense within and
across national systems (i.e. how can it be not only better understood but implemented
more in school education)?
From the open public consultation on the Digital Education Action Plan 2021-27, the majority of
respondents from education and training across all sectors/levels were happy with the measures
taken to ensure the continuity of education during the COVID-19 pandemic. However, the level
of satisfaction appears to be greater in higher education compared to other educational levels,
especially compared to early childhood education and care, and primary education.63 Therefore it
was critical to explore all aspects of this topic in as much depth, and from as many perspectives,
as possible in order to fully understand the challenges and opportunities going forward.
The discussions and findings fall into different thematic areas. All are interlinked and are b a
core understanding of the school being a learning organisation within a wider community:
Design and management of learning
Teachers
School leaders
Inclusion and targeted support to learners
Well-being of staff and pupils
Quality assurance
The following sub-sections discuss the evidence regarding challenges and possible solutions
within each thematic area.
63
There was strong support for the approaches taken during the first months of the pandemic among respondents from non-
formal education, higher education, adult education and vocational education and training. The proportion of negative opinions
was larger (around 30%) among respondents from early childhood education and care, primary education, secondary education
and the residual education category.
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Image: https://rijdendeschool.nl/
This section provides recent evidence both about well-established approaches to the design of a
blended learning approach, as well as the lessons learned from Emergency Remote Teaching in
2020, which can inform the approaches to design of blended learning.
There have been four decades of experience of designing online learning for schools,
universities, vocational learning, individual and informal learning. At the school level, online
programmes have been designed for a range of needs: as a replacement for mainstream schools,
for elite athletes, to support school refusers, or those with difficulty in attending mainstream
schools. Over the last 20 years there has been increasing use of blended learning as well as
online learning in schools.
The COVID-19 pandemic necessitated a sudden switch for a great many students from
classroom learning to forms of online and blended learning necessitated by the crisis but the
design of which was not always ideal (Emergency Remote Teaching64).
When designing such blends, schools need to consider, at a minimum, the following
ingredients65 for their blended learning: learning environments – where learning will take place -
; and the tools that teachers and students will use – what types of devices and communication
they use. These are embedded within the learning tasks that teachers and students will use – how
learning will take place – in order to shape the learning design as a process towards intended
learning outcomes.
This section takes an in-depth look at evidence supporting the following within a blended
learning approach:
Environments: where learning takes place
Tools – types and access
64https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
65Presented by Michael Hallissy in the School Education Gateway webinar, “Blended learning: creating your unique blend”, 15
March 2021, with an Introduction by Mariya Gabriel, the European Commissioner for Innovation, Research, Culture, Education
and Youth. Recording available at: https://www.schooleducationgateway.eu/en/pub/teacher_academy/webinars/blended-
learning-your-blend.htm
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As blended learning takes place in a combination of -school site and distance66 environments,
schools may be (newly) responsible for both. Regardless of how public authorities (and
legislation) define legal responsibility, all stakeholders need to benefit from both types of
environment, and all types need to be functioning and accessible enough to support the learning
experience to its full potential.
According to new research under development, valuing of out-of-classroom learning and
ensuring equitable access to it is a common feature across all “high performing” systems. The
challenge is an increasingly demanding curriculum but working in partnership with others (the
work place, cultural and social organisations) is considered highly effective.67
“It’s hard to talk about silver linings in a pandemic … but … it
gives us an opportunity to reflect on our practice and learn. And
getting kids outside leads to more active, experiential learning.
Most kids thrive on that.” (Perspective of an education
consultant68)
66 The distance learning environment is often assumed to be the home, but could include: public libraries, museums and
galleries; farms and factories; parks, forests and waterways; cafes and other social spaces (often with free Wi-Fi), hospitals (in
the case of sick or injured children), or sports centres and film studios (in the case of children on professional contracts). In the
case of a pandemic or other crisis, some or all of these may be closed except for emergency access.
67 National Centre on Education and the Economy in conjunction with the Australian Council for Education Research. Part of a
panel discussion at the Educa Conference – Helsinki, 28-29 January 2021. Programme available at
https://educa.messukeskus.com/programmes/?lang=en#programmeStage=Equity
68 https://fordhaminstitute.org/national/commentary/outdoor-learning-can-help-students-during-covid-19-and-beyond
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ministries and regional/local authorities are not supporting schools enough in creating an optimal
environment for modern teaching and learning.69
“Education in which children have to sit still on a chair during a
whole day is outdated and unhealthy.” (Teacher)
In the 2021 student consultation (see 3.1 above for details), students were asked what was good
and not so good about learning in the classroom. Many students (from multiple schools) said
they enjoyed being in the same space as fellow students and working in groups. Some
considered it easier to ask questions to their teachers and peers when they are in the same
(physical) place. For a number of students, learning in the classroom made it easier to
concentrate and stay focused, although others considered it a more chaotic and noisy
environment.
“Good thing is that you can ask [the] teacher if you don’t
understand something; you meet and interact with your peers
… sometimes it is too loud because of some who are not
interested in learning or you get bored.” (Student responses
reported by their teacher in consultation)
The constraints of the school timetable was a challenge highlighted by one teacher: “They have
difficulties to do work at a specific time.”
Reflecting on when they learn in other places around the school (gym, library, playground),
many positive factors were reported by students, such as fresh air in outdoors spaces, more team
activities, and less stress.
“…it is good because the lesson is fun, interesting, motivating,
exciting, training mind and body, they blow off steam, they
have more space to move, they have access to books (other
than course books).” (Student responses reported by their
teacher in consultation)
As with classroom-based tasks, noise and distraction seem to be an issue for some students,
whilst others feel these activities were too short and would need more time.
Learning outdoors
The COVID-19 pandemic restrictions brought renewed attention to the possibility and benefits of
learning outdoors, and many schools around the globe actively planned to move learning outside
of the walls of the classroom, notably in Denmark.70
69 https://www.schooleducationgateway.eu/en/pub/viewpoints/surveys/survey-on-learning-environment.htm
70 https://www.washingtonpost.com/world/2020/09/16/outdoor-school-coronavirus-denmark-europe-forest/
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Germany today has over 1500 nature and forest kindergartens71 where children are encouraged to
play, explore and learn in a forest or other natural environment. The idea has been replicated in
neighbouring countries, and today there are associations in the UK and Switzerland: Forest
School Association, Chouette-Forêt, and Waldkindergarten 72. It is believed that not only do
forest kindergartens allow children to reconnect with nature, they also teach them how to play
together, how to be inquisitive, creative and innovative, and how to respect their environment.73
In the 2021 student consultation, a number of students (from multiple schools) said they were
more interested and motivated when they were learning outdoors. Enjoying nature and fresh air
were mention by a number of students to be a benefit.
“They like large spaces, discovering many things/places. They
don’t get bored and feel free to act.” (Teacher report on student
consultation)
A number of students said they found learning outdoors to be relaxing and good for
concentration, although the presence of insects or cold weather were mentioned by some as
negative factors.
“Learning in outdoor places seems to have human and social
effects on the students’ behaviour: they said they can escape, be
in peace, relax, learn in silence and have a maximum of
concentration.” (Teacher report on student consultation)
Being closer to nature was a common theme in the survey picture task with some student pictures
showing learning in an outdoors setting (gardens, trees, park, sun, flowers).
71 http://bvnw.de/
72 http://www.forestschoolassociation.org/ ; http://chouette-foret.ch/index.php/accueil-4 ; http://www.waldkinderbasel.ch/
73 https://www.schooleducationgateway.eu/en/pub/latest/news/early-years-education-in-the-f.htm
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Aside from the 2021 Student Consultation, there are pre-pandemic examples of school practice,
such as from Italy where the approach to learning environments and tools was modified (see
Example A, below).
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Narrative is an important feature and where the activities fit into a storyline that is packed with
details, it stimulates both engagement and memory.74
When asked in the consultation about school trips to other sites, such as museums, factories or
sports centres, a number of students said that the trips were stimulating and allowed them to
learn new things in a different environment:
“[They] discover new things in a different place. New ways to
learn … it is original.” (Teacher)
A number of students criticised, however, that the visits can also be boring, and they do not like
the fact they needed to be quiet on these trips.
“The organization doesn’t help them to discover by themselves.
They think they are not being able to walk around and to see
what interests them most.”(Teacher)
Visits to farms can also be an enriching experience for young people. As part of their school
education, pupils can be introduced to different animals, including facts about their natural
habitat and their role in food production. They can develop a more tangible understanding of the
importance of healthy eating habits and can healthy eating habits. They can also be introduced to
issues such as local food chains, organic farming, sustainable production or food waste. These
are recognised benefits of the European Union School Fruit, Vegetables and Milk Scheme.75
There are numerous examples of farms and ecological centres opening up their sites for
educational visits. However, equal access to these opportunities relies on sufficient funding,
either regionally or nationally, and synergies between education and agricultural policies.
Without these, the risk is that only those who can afford such visits, or who are situated near a
facility that has received special education funding, will benefit.76
74 https://www.schooleducationgateway.eu/en/pub/viewpoints/experts/what-a-visit-to-a-museum-can-m.htm
75 Information about the EU School fruit, vegetables and milk scheme is available at
https://ec.europa.eu/info/food-farming-fisheries/key-policies/common-agricultural-policy/market-
measures/school-fruit-vegetables-and-milk-scheme/school-scheme-explained_en
76 Wetzels, H. (2020) “Changing the Way Children Learn About Farms & Food”. Available at
https://www.arc2020.eu/changing-the-way-children-learn-about-farms-food/
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77 Fourie, I. and Meyer, A. (2015) What to make of makerspaces: Tools and DIY only or is there an interconnected information
resources space?, Library Hi Tech, 33(4). Available at https://www.emerald.com/insight/content/doi/10.1108/LHT-09-2015-
0092/full/html
78
Vuorikari, R., Ferrari, A. and Punie, Y. (2019) Makerspaces for Education and Training: Exploring future implications for
Europe, EUR 29819 EN, Luxembourg: Publications Office of the European Union. Available at: https://europa.eu/!xG98yQ
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Whilst some teaching and learning may shift away from the school site, the school site may
positively change its role in the community as a site for more than just young pupils and their
teachers. Schools that have invested in community libraries, sports centres, and other shared
facilities may have the capacity to promote extended-hours access to their premises for members
of the wider community. Opening up school facilities outside of school hours for outreach and
extra-curricular activities can be highly advantageous. It encourages community empowerment
and helps to bridge the gap between schools and parents, particularly those who are unfamiliar
with the school system.
In the 2021 student consultation, some students specifically referred to wanting more
opportunities for school trips, engaging with professional speakers, and international projects.
The Council of Europe describes how the creation of learning opportunities in “overlapping
communities” has important implications for educational institutions and the way they relate to
other agents of education for democratic citizenship in society (see Figure 12, below).79 This is
based on the premise that “strengthening democracy means far more than encouraging
participation in formal processes such as voting: it means advancing a form of association or
“way of life” which has its roots in community and neighbourhood life and relationships.”80
79 Hartley, M. and Huddleston, T. (2010) School–community–university partnerships for a sustainable democracy: Education for
democratic citizenship in Europe and the United States of America. Council of Europe Publishing. Available online at
https://rm.coe.int/16802f7271
80 Ibid and Dewey, J. (1916) Democracy and Education: An Introduction to the Philosophy of Education. New
York: Macmillan
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Blended learning is a widely established practice in Initial Vocational Education and Training.
VET’s unique feature of requiring learners to apply the abstract knowledge gained in formal
educational settings in a work-based context, makes it particularly suited for blended learning.81
The most common blended approaches combine elements of digital-based distance learning for
the theoretical part of the curriculum, with on-site time reserved for practical learning. 82
However, the COVID-19 pandemic revealed that the work-based learning component of VET
lacked sufficient tools and processes to support practical learning at a distance from tutors,
employers and site-specific equipment.83 The reduction in access to practical experiences
highlighted the known need for Vocational Education and Training to take further advantage of
digital technology including digital devices and learning platforms, ePortfolios and Augmented
Reality and Virtual Reality for simulations.
A survey on the challenges and impact of the COVID-19 pandemic on vocational education and
training84 was undertaken by the Commission in March-May 2020 with the following findings:
Several tools are available for supporting distance learning. However, in general, VET online
material is less developed, as far as the practical parts of training and work-based learning are
concerned;
VET learners might be at a disadvantage compared to learners from other educational tracks,
as more efforts are put into general school subjects, and less into typical vocational content;
There is substantial disruption to the apprenticeship ‘supply chain’. Apprentices have largely
discontinued their company attendance in the sectors whose activities have been shut down
(e.g. restauration, well-being, tourism, and manufacturing). In some cases, discontinuation
and termination of financial compensation, where applicable, increases the rate of drop-outs;
Little capacity for employers to focus on training either for youngsters or for their employees
over concerns for ensuring business continuity. However, some employers and training
81 Butler, J., & Brooker, R. (1998). The learning context within technical and further education colleges as perceived by
apprentices and their workplace supervisors. Journal of Vocational Education and Training, 50, 79–96.
82 “Exploring Blended Learning approaches for VET” - project funded by Erasmus+ programme.
https://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details/#project/2016-1-UK01-KA202-024636
83 During the school closure, work-based learning was maintained in very few European countries (i.e. Denmark, Ireland,
Sweden and Finland) and only in sectors where companies’ activities were still ongoing. Available at :
https://www.schooleducationgateway.eu/en/pub/latest/news/vet-through-distance-learning.htm
84 https://ec.europa.eu/social/vocational-skills-week/fight-against-covid-19_en
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providers made best use of the confinement period to support the training of their employees
and to accelerate deployment of digital learning systems and content;
While it is a significant challenge for teachers and trainers as well as learners to adapt swiftly
to this dramatic change, many stakeholders have mobilised themselves to help (VET
providers, local governments, publishers, NGOs, companies, etc.);
There is a strong call for a European online platform (which is safe, quality assured,
multilingual, etc.) that would offer opportunities for networking and exchanging good
practices and would provide digital solutions, also for work-based learning.
The 2020 report by the ET2020 Working Group on Vocational Education and Training85
highlights the opportunity to change the way that learners learn. This includes by:
Recent research in Sweden86 indicates that VET teachers can create continuity between the on-
site school environment and the work place that VET learners are preparing for, but in some
cases this is a demanding task that requires creativity significant amount of effort and problem-
solving. Some teachers leave it to the student to make the connection but other teachers go to
some lengths to modify the school site environment so that the link is made for the student. This
is evidently an area of VET that still requires development.
Vocational education taking place in the dual contexts of workplace and school often lack the
tools to fully exploit this potential. Nevertheless, digital tools are being developed87 to support
coordination between the student, VET institution and companies88 and emphasise the
85 European Commission (2020) Innovation and Digitalisation: A report of the ET 2020 Working Group on Vocational Education
and Training (VET). Luxembourg: Publications Office of the European Union. Available at :
https://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=9861&furtherNews=yes
86 : Mårtensson, Å. (2020): Creating continuity between school and workplace: VET teachers’ in-school work to overcome
project-details/#project/2016-1-RO01-KA202-024528
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Evidence is growing of the benefits of incorporating elements of gaming and gamification into
digital tools. The use of immersive simulations like virtual and augmented reality92 also allow
students to rehearse risky processes in safe and controlled conditions. Digital tools may also
provide new ways of teaching and assessing learners93 so that learning progression in the two
environments can be seamless and more complementary. The Directors General responsible for
Vocational Education and Training from all Member States, the European Commission, and
other relevant stakeholders meet to discuss current topics and share effective practices in
European education, and particularly the VET agenda. Digitalisation is one of the recurrent
topics.
89 For example, digital technologies based on ‘Erfahrraum’ multidimensional pedagogical model (that emphasizes the
importance of shared reflection processes to turn concrete experiences into relevant integrated knowledge) such as REALTO
platform. https://www.tandfonline.com/doi/full/10.1080/13636820.2015.1061041?scroll=top&needAccess=true
90 EUR-Lex - 32020H1202(01) - EN - EUR-Lex (europa.eu)
91 osnabrueck_declaration_eu2020.pdf (europa.eu)
92 Andrew McCoshan (2020) “Digital learning in VET: why COVID-19 is a wake-up call” School Education Gateway/European
is potentially more precise and detailed than is normally given to the learner.
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EXAMPLE C: Digital simulation tools that enhance VET learning in a safe environment
The teacher-led project VRhoogte is a prime example of using a VR application for learning.
The project, funded by the Flemish government, has developed a high-quality VR training
module for secondary VET students to learn how to work safely in high places, such as high-
voltage pylons or wind turbines. Through the VR training module students can work and train a
number of basic skills in a safe, interactive and challenging environment in preparation for the
workplace. The module itself deals with scaffolding installations and construction. In addition to
software and hardware, the project consortium is further developing a manual and training for
schools and teachers so that they can transfer the module to their schools.
The central aim of the German project handlevr is to use VR technologies to promote the action-
oriented learning of various techniques for applying individual layers of paint on vehicle pieces
by trainees. The central tool for this project is a three-dimensional VR learning environment: the
VR paint shop. It consists of an authoring tool for teachers as well as a VR training application
and a reflection application for trainees.
https://handlevr.de/
94 https://elearninginfographics.com/history-of-distance-education-infographic/
95 https://www.qaa.ac.uk/news-events/news/qaa-publishes-building-a-taxonomy-for-digital-learning
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While distance learning was originally associated with the world of business, such approaches
were also adopted and adapted by the world of education and in particular by schools and
universities. Some have described such approaches as “remote” learning96, for example where
students continued their education remotely via the radio during the polio epidemic of the 1930s
and where the telephone supported remote learning from hospitals long before video-
conferencing.97 There is a long history of technologies, such as television, supporting distance
and remote learning in schools and other formal settings for well over a century.98
Distance learning has been on the increase in higher education, particularly over the past 10
years, with an increase in the number of students learning remotely.99 The development of the
Internet and other software programmes have made it easier for learners to enrol in courses from
anywhere in the world.100
Perhaps less well known is that there has been a similar growth recently of full-time (or almost)
distance learning school education.101 There are a number of schools that offer supplemental
education to students who are unable to access learning on-site. Students log-in from home or
from their school to participate in an online programme that typically consists of a mix of
synchronous and asynchronous learning events. This blend varies depends on the course and the
course providers.102
Such examples include “iScoil” in Ireland, where students who are not in mainstream education
continue their education from home.103 All of these programmes were in place pre-COVID-19
and allowed young people to engage in formal schooling remotely over the Internet.
On this topic the Education Endowment Foundation (EEF)’s rapid evidence assessment in
2020104, albeit largely based on other (non-pandemic) situations, concluded that:
Teaching quality is more important than how lessons are delivered;
Ensuring access to technology is key, particularly for disadvantaged pupils;
Peer interactions can provide motivation and improve learning outcomes;
Supporting pupils to work independently can improve learning outcomes;
Different approaches to remote learning suit different tasks and types of content.
96 https://theconversation.com/remote-learning-isnt-new-radio-instruction-in-the-1937-polio-epidemic-143797
97 https://www.the74million.org/article/how-the-telephone-became-the-20th-centurys-most-successful-remote-learning-
technology-for-homebound-students
98 Cuban, L. (1986) Teachers and machines: the classroom use of technology since 1920. New York and London: Teachers
College Press
99 Grade Increase: Tracking Distance Education in the United States, https://eric.ed.gov/?id=ED580852
100 https://journals.sagepub.com/doi/full/10.1177/0047239520934018
101 https://www.researchgate.net/publication/330275960_The_Landscape_of_K-
12_Online_Learning_Examining_What_Is_Known
102 https://www.education.ie/en/The-Education-System/Policy-on-Gaeltacht-Education-2017-2022/irish-medium-e-hub-pilot-
project-international-review-and-advisory-report.pdf
103 http://iscoil.ie/wordpress/wp-content/uploads/2015/07/HistoryofiScoil_2015.pdf
104 Education Endowment Foundation (2020) Remote learning rapid evidence assessment. Education Endowment Foundation.
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The School for Circus Children offers education for professionally travelling, school-aged
children. It was established in 2007 in Hilden, Germany, with online lessons taking place in real
time, meaning that the learning group and the teacher log in to the virtual classroom at a certain
time. Learning takes place daily with different students from different circuses, no matter where
in the world they are located. The objectives of this school are:
- Support and extension of digital learning;
- Intensive preparations for the central final examinations;
- Individualised support and personalised learning;
- Inter-circus and group-based learning arrangements.
Within the projects of the school, students are encouraged to recognise their personal interests,
abilities and dormant talents, familiarise themselves with the digital world, but also have fun
with their peers, for example by playing online board games.
https://www.schulefuercircuskinder-nrw.de/konzept/die-
idee/lernkonzept/beschulungsformen/onlinelernen/
Shadow education
“Shadow education” is a widespread phenomenon but has received relatively little attention in
education research. Greater awareness of how students in all socio-demographic groups are
engaging with this type of supplementary learning may be important for getting a better
understanding of learning that occurs outside of classrooms but which is not “blended”.
“Shadow education” refers to private, fee-paying education with the aim of helping students
succeed in formal education. It has reached mass levels internationally, and families at all
income levels may invest in this type of supplementary learning to support their children’s
learning and future opportunities.105
105 Gyōri, J.G. (2020). Shadow education—Opportunity for development. European Journal of Education, 55(3), 305 – 310
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Shadow education may include private tutoring, after-school studies, informal learning or leisure
or culture (sports/arts), and other non‐academic extra‐curricular activities. Some programmes
help students to develop more technical skills in students, i.e. for robotics, programming,
Artificial Intelligence and Information and Communications Technologies (ICT).106 Shadow
education may also be is seen as a way for gifted students to fulfil their academic abilities and
interests.107
While this type of education is typically not supported by public funds, it is complementary to
formal education and integral to the overall education system.108 Providers range from private
individuals to transnational franchises (e.g. Japanese Kumon centres). Courses are provided in a
variety of venues (commercial settings, public school buildings, community centres, youth
organisations, in students’ or teachers’ homes, libraries), and increasingly, tutoring is available
online, including through video conference other internet-based platforms.109 It is often focused
on attaining high grades in summative high stakes examinations and, given that it requires a fee,
raises questions about its contribution to an equitable education system.
How the school day and working hours of staff are structured may benefit from review and
increased flexibility. Changes to the timetable may be influenced by whether there is a need to
synchronise learning i.e. having the teacher and full class in the same lesson (same physical
space or online), meaning that they cannot be occupied elsewhere. Teaching and learning hours
may also change when a significant number of pupils are not on the school campus (e.g. VET
students on work placement or new crisis response that imposes confinement).
With health restrictions defining how many children could attend school at one time, some
schools and systems used a rotation approach - for example, pupils being in school for two days
a week - or a parallel approach – for example, having two timetables for online (off-site) and on-
site learning.110 Some established fixed timetables for online classes conducted at the same times
as the pre-lockdown timetable to provide continuity and structure for learners. For others, the
emphasis was on flexibility and enabling learners to engage with learning on their own terms.
Reducing class size or dividing into groups – not only for health reasons but also to engage in
particular activities - may mean that additional teachers are needed to support teacher
106 Kobakhidze, M.N. & Suter, L.E. (2020). The Global Diversity of Shadow Education. European Journal of Education, 55(3),
pp.316-321
107 Kim, Y.C., Jo, J., and Jung, J-H., (2020) The education of academically gifted students in South Korea: Innovative approaches
321
109 Gyōri, J.G. (2020). Shadow education—Opportunity for development. European Journal of Education, 55(3), 305 – 310
110 For example, in the US: https://catlintucker.com/2020/07/exploring-hybrid-schedules/ and
https://www.edsurge.com/news/2020-09-03-we-run-a-hybrid-school-here-s-how-we-re-adapting-our-schedule-for-the-times
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substitution.111 Therefore there is a demand on the school staff and budget. A criticism of
attempting a parallel timetable is that teachers are asked to direct their effort and attention in two
places at once.112
The design of blended learning for different age groups may also be reflected in the timetable.
For instance, younger pupils may have more teacher contact time or time on the school site
compared to older pupils. At certain times in the academic year, for instance in the period before
examinations, certain year groups may also be allocated increased teacher contact time.
It is important to provide learners with guidance and support to ensure they have a meaningful
experience within different environments and with different tools.113
Consideration should be given to helping learners manage their own distance learning
environment, by themselves or with peers: the choice of physical space, the atmosphere (e.g.
whether to have background music, the company of others, and so on)114, and time management.
111 https://assets.gov.ie/82145/40753991-21a5-4715-a5a1-0f193df95ade.pdf
112 Bates, T. (2020) “Why school boards need to listen to online learning professionals”. Online Learning and Distance Education
Resources (website). Available at https://www.tonybates.ca/2020/11/04/why-school-boards-need-to-listen-to-online-learning-
professionals/
113 https://docs.google.com/document/d/e/2PACX-
1vTKJSTc2gxVC12Oki9bv3S12dry1ZsfATX8zmdBbuPJZ8ejUBpecTy50Yk_7aOSDwh83WHu0NTpOOK3/pub
114 See, for example, https://www.bouldermedicalcenter.com/tips-for-at-home-learning-during-covid-19/
115 Duckworth, A.L., Taxer, J.L., Eskreis-Winkler, L., Galla, B.M., and Gross, J.J. (2019) Self-control and academic achievement,
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working on the tasks efficiently.117 Students’ self-regulation may be assumed to have played an
important role while adapting to this novel schooling situation.118 Considering longer time
frames and longitudinal data, students with better self-regulation abilities have been shown to
achieve better grades and to obtain higher educational attainment overall.119
Less independent learners will need to co-manage the distance environment with a supportive
person. However, for all learners there is a need to develop their “learning to learn”
competence120 and their ability to manage their own learning experience. This may need to be
systematically built up over time and in a shared space, in order to be able to apply their own
strategies for learning in other contexts.
Remote schooling experiences during spring 2020 were studied through a survey with parents
and their children (10-18 years old) in 9 EU countries (Austria, France, Germany, Ireland, Italy,
Portugal, Romania, Slovenia and Spain) in addition to Switzerland and Norway.121 While the
findings show that almost all children who participated in the survey were able to conduct some
school-related activities using digital technologies, the findings also point to large variations in
terms of how children were able to interact with their teachers in learning activities and how
often children were in contact with their teachers through online means. In addition to learning
activities provided by the school, parents also engaged in complementary learning activities with
their children, for example by using free of charge online learning material and exercises, such as
video recordings and online quizzes. Families voiced the need for better guidelines on how to
support children with distance education activities and how to support the child psychologically
during the confinement. Parents also expressed their need for more counselling and
psychological support.
The school may encounter pupil issues of well-being, stress and emotional difficulties related to
the distance (home or other) environment including lack of appropriate space for learning.
European data on the proportion of children living in low-quality housing and with poor diets
may give some indication of where learning outside of school may be very difficult.122 Whilst
117 Huber, S.G., and Helm, C. (2020) COVID-19 and schooling: evaluation, assessment and accountability in times of crises—
reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment,
Evaluation and Accountability, 32, 237–270
118 Tangney, J.P., Baumeister, R.F. and Boone, A.L. (2004), High Self‐Control Predicts Good Adjustment, Less Pathology, Better
Meta-Analysis of How Trait Self-Control Relates to a Wide Range of Behaviors, Personality and Social Psychology Review, 16(1),
pp.76-99
120 https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/lifecomp-european-framework-
personal-social-and-learning-learn-key-competence
121 Vuorikari, R., Velicu, A., Chaudron, S., Cachia, R. and Di Gioia, R. (2020) How families handled emergency remote schooling
during the Covid-19 lockdown in spring 2020, Luxembourg: Publications Office of the European Union. ISBN 978-92-76-24519-3
(online), doi:10.2760/31977 (online)
122 Di Pietro, G., Biagi, F., Costa P., Karpiński Z., Mazza, J. (2020) The likely impact of COVID-19 on education: Reflections based
on the existing literature and recent international datasets: JRC Technical Report. Available at
https://publications.jrc.ec.europa.eu/repository/bitstream/JRC121071/jrc121071.pdf
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such assumptions are not always fact, these circumstances are certainly of grave concern and
may have worsened during the pandemic.
In the 2021 student consultation, some students said they enjoy the flexibility and comfort of
learning from home. Some considered home to have a quieter more relaxing atmosphere than the
classroom, such as being able to listen to music when learning, and with more freedom to
manage their time.
“They can decide time for studying, they can follow their own
rhythm/pace in studying” (Teacher)
As with other learning environments, noise can be distracting, in particular when other siblings
are present, or simply the feeling of wishing to do other activities or spend time with family. A
number of students report said they could feel more isolated from immediate teacher support.
Types of tool
The learning design can incorporate a full variety of learning tools – including books, craft
tools, analogue scientific equipment, and sports equipment. All of this can create rich learning
experiences that require - and develop - different competences.
Teachers may include the use of digital technology in their learning design to connect learners
with: other learners; learning software; and other sources of information. This can improve
inclusiveness, competence development and can personalise learning. Online learning can take
place anywhere where the learner can use a device to connect to the Internet. Digital devices do
not have to be connected to the Internet – for example using a video camera to make a film, or
simply reading and writing documents.
A recent study examining the multimedia platform Shujazz showed that youth exhibited positive
behaviour changes after receiving targeted content through comics, social media, and SMS.
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Building in student responses to these mechanisms has the added advantage of supporting critical
data collection.123
During 2020, numerous countries activated broadcast media (television and radio) to provide
learning content and experiences for school pupils.124 As this can be an effective tool to support
content delivery to a mass audience, it can be considered inclusive. It may then allow teachers
and schools to use other tools (or none at all) during interactive and expressive tasks – through
speaking, writing, drawing, making - as part of a meaningful learning experience.
In the 2021 consultation, students were directly asked about watching a film or video as a task.
The majority (77%) said that they would prefer to watch at home (47%) or both at home and
school (30%), or school (23%). A TV or large PC screen is preferable (73%) and the students
reported that this is because of the size of the screen and the ability to see and hear better. Some
also appreciate the easy use of their own mobile devices to watch videos and tutorials which are
informative and memorable.
Students were directly asked what tools they like to use if not using books and pens. The
dominant response was a preference for using digital tools, such as a computer, tablet or mobile
phone. They like to use the Internet, and referred to the use of digital tools for taking notes,
doing quizzes and watching educational videos. Other, less frequently mentioned tools were:
encyclopedias and maps, “realia” (real life objects), and other applications. They gave practical
reasons for multi-function and lightweight tools to avoid having to carry around many heavy
books. Their choice of tool is influenced by what they find “more interesting” and motivating.
They like to use their phones. They like to be connected with others, which also includes looking
at the same screen to discuss and work together, not necessarily individually. One student
expresses a particular desire for manual tools for creating:
“I can touch, I can see, I can do and make in labs.” (Teacher
reporting on student response)
Teachers also reported that many students express a preference for more use of devices,
including a projector or interactive whiteboard, digital books. The students gave several reasons
to support their desire for an increased use of digital tools:
The Internet enables them to conduct more research and it is enjoyable. Many students
(from different schools) referred to the amount of information that is available and easy
to search for on a digital device and via the Internet compared to a book;
Tablets and computers are simple to use and enables them to understand concepts more
easily;
123 https://www.brookings.edu/blog/education-plus-development/2020/08/07/taking-distance-learning-offline-lessons-
learned-from-navigating-the-digital-divide-during-covid-19/
124 See https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-
during-the-covid-19-pandemic
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Students are aware of the way software and the use of a keyboard can help them organise
and express their ideas quicker and with greater accuracy. They refer to being able to
“type faster than they write”, to organise content, and use a spell checker;
Digital tools have a practical benefit of storing their work and having less to carry around
in their heavy bags;
Digital tools are “normal” and schools should reflect the “workplace of the future”.
Some pictures showed comfortable classroom furniture and no heavy bag as resources are
electronic (therefore lightweight). A number of pictures showed each student having their own
device, which was described as beneficial.
Figure 14: Student drawing of a classroom with comfortable furniture and one device per student
Digital tools can also help teachers to accomplish daily classroom tasks such as grading,
homework assignment, and collection of classwork, student discussions, parent interaction,
attendance, and an online class calendar.
Effectively blending classroom-based teaching with distanced learning requires an easy method
to share resources. When lesson plan and resources (i.e. videos, links, and audio) are available
online, students can access them according to their own schedules and location. Learner
Management Systems (LMS) can help to sustain contact with the teachers and the classmates,
reduce paperwork, and ensure continuity in the education process. If children are allowed to
follow their own programme they can more easily switch between different systems (host
schools abroad, temporary home-schooling). Privacy and accessibility should be considered,
especially where different teachers (sometimes from different countries) need to access to the
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data of one specific child. Research also highlights that further promotion and development of
Learner Management Systems is needed to reap their full benefits.125
In Latvia, MyKOOB is used for online school organisation and communication. The main goals
are to increase parents' awareness of the processes taking place in the school, to structure
children's school processes, to make it easier for teachers to prepare reports and to automate the
daily work of the school.
https://www.mykoob.lv/?index/parmykoob
Access to tools
Digital technology, in particular those tools that can connect the learner to information and to
other learners (and their teachers) via the Internet, open up new possibilities and opportunities.
Many examples were witnessed during Emergency Remote Teaching. As blended learning often
requires that learning tasks transcend different environments over a period of time it is likely to
require online tools, as a way of recording and sharing ideas and experiences.
125
Raza, S.A. et al (2021) Social Isolation and Acceptance of the Learning Management System (LMS) in the time of COVID-19
Pandemic: An Expansion of the UTAUT Model, Journal of Educational Computing Research, 59 (2), pp. 183-208. Accessed at
https://journals.sagepub.com/doi/full/10.1177/0735633120960421
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A blended learning approach will face similar challenges to some of those experienced by many
schools during 2020, namely of ensuring equal access by all teachers and learners. The
availability of appropriate IT devices, and Internet connection with sufficient bandwidth may be
a challenge for economically disadvantaged families.
The challenge of ensuring access to tools is not restricted to digital devices. Anecdotal evidence
during the pandemic shared on social media included examples of learners not having writing or
drawing equipment at home and schools or local organisations sending “learning packs” of
paper, pens and other resources to families who could not afford to provide them.126
Over the past decade, concerns have also been raised repeatedly about the lack of adequate
sports equipment and opportunities in some schools127, although European funding has
supported many projects in Member States to address this.128
In order to effectively embed the use of digital tools in the learning design, every teacher and
learner, and anyone else supporting the learning process, will need access to dependable
analogue and digital devices, a reliable infrastructure (including broadband and Wi-Fi for online
learning) and knowledgeable support staff to assist teachers and learners to use online resources
effectively.
126 For example, learning resource packs were sent to some disadvantaged families in the UK. See
https://twitter.com/sairskay/status/1365725020186583043?s=09
127 European Parliament (2016) Physical education in EU schools. Briefing Paper. Available at
https://www.europarl.europa.eu/RegData/etudes/BRIE/2016/593559/EPRS_BRI(2016)593559_EN.pdf
128 European Commission (2019) Sport 2019 – Description of the projects selected for funding. Available at
https://eacea.ec.europa.eu/sites/eacea-site/files/sport_compendium_2019.pdf
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Figure 15: Percentage of households with broadband internet access, 2019 129
Available evidence suggests that families with children aged 15 or younger have, on average,
better access to digital technology at home than the average household (see Figure 8), but there
are still substantial inequalities based on socio-economic status130. Also, students from socio-
economically disadvantaged families are less likely to have their own room and are more likely
to live in a small space shared with other family members (ibid).
In the context of the COVID-19 crisis, ongoing concerns regarding unequal access to digital
devices came to the fore. While connectivity has dramatically increased in recent years,
according to Eurostat, 12% of households in the EU-27 still do not broadband internet access.131
During the COVID-19 pandemic some 826 million students (50%) did not have access to a
computer at home, according to a study by the UNESCO Institute of Statistics (UIS) and the
Teacher Task Force.132 It is estimated that at the peak of the crisis, almost 1.6 billion children in
129 Eurostat “Households with broadband access.” Latest data available at https://ec.europa.eu/eurostat/en/web/products-
datasets/-/TIN00073
130 Di Pietro, G., Biagi, F., Costa, P., Karpiński, Z., and Mazza, J., (2020), The likely impact of COVID-19 on education: Reflections
based on the existing literature and recent international datasets, p. 14-17. Luxembourg: Publications Office of the European
Union (2020), JRC121071, available at: https://ec.europa.eu/jrc/en/publication/likely-impact-covid-19-education-reflections-
based-existing-literature-and-recent-international
131 https://ec.europa.eu/eurostat/statistics-explained/index.php/Digital_economy_and_society_statistics_-
_households_and_individuals
132 https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19
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195 countries worldwide, could not access their classrooms. Around 706 million students lack
internet access and 56 million live in areas not covered by mobile networks. Many countries had
to quickly find effective solutions and television and radio have proven to be a good alternative
in a context where connecting to schools and teachers is not possible via the Internet.
A survey on 8-18 years old learners during the COVID-19 pandemic “lockdown” in spring 2020
(Figure 15 below) shows that a variety of digital tools were used. The results show that more
students had access to chat and video conferencing tools (e.g. Zoom, Microsoft Teams,
Hangouts, Skype, and WebEx) than to dedicated digital learning environments. Whereas video
conferencing tools served the purpose of maintaining ‘face-to-face’ contact and live teaching
sessions, it is worth noting that their pedagogical affordances are not extensive and they seldom
encourage learner-centered pedagogical models. This has led to the belief that paying attention to
learners’ screen time should become more central to remote schooling practices in the future to
help achieve a better balance between screen time and off-screen activities. Focusing on distance
learning practices that allow for better peer-learning and collaboration among learners, but also
on inspirational off-screen activities, are also believed to be important.
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Figure 16: Tools used for Emergency Remote Teaching during spring 2020
Evidence from the Digital Education Action Plan 2021-27 open public consultation (2020)
shows that, during the COVID-19 pandemic, around 65% of respondents (across all levels of
education) observed an increase in the use of distance and online learning. This happened both
‘in real time’ (e.g. live online classes) and ‘in one’s own time’ (e.g. watching videos of recorded
lectures, consulting online learning materials, using MOOCs), with the former rising more than
the latter. An increase in the provision of digital equipment/tools to study or work from home
(e.g. tablets or laptops) and of learning content via television and radio was also observed.
Over half (around 57%) of respondents declared they had not used distance or online learning
before the crisis, have done so during the crisis, while almost all (96%) respondents who already
used distance online learning before the crisis plan to continue doing so after the crisis.
Interestingly, around 80% of both teachers and education and training staff plan to take new
initiatives/courses/training to improve their digital skills and competences in the future.
Interactivity and user friendliness are consistently identified by learners, teachers, parents and
education and training staff as the most relevant characteristic for online learning resources and
content. Respondents from these four groups also place high value on the quality and relevance
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of the content, recognised by national authorities, and on the fact that the content should respond
to the need to develop skills further and the needs of the labour market.
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evaluation of such measures tends to differ across groups. Educators, and education and training
staff tend to be more positive, while learners and parents are more sceptical. In fact, around 50%
of leaners and parents declare the need for better interaction, instruction, guidance and
communication from teachers and schools. Parents also report that their child(ren) had a
particularly bad experience with motivation to learn, examination/assessment and feedback, and
quality of online learning content (66%, 52.3%, and 49.1%, respectively). Education and training
institutions also reported that they would have liked to have received more guidance on how to
support mental health and well-being of staff and learners (around 40%) while teachers state that
they would have welcomed more training and guidance on how to adapt the class material and
teaching methodology to distance and online learning (around 35%).
Considering the future use of digital tools, there seems to be a consensus amongst experts and
researchers that clearly identifying the purpose of using education technology is of paramount
importance, with levels described in the “SAMR” model, developed by Puentedura:
Figure 17: SAMR model defining different levels of integrating educational technology 134
Nevertheless, the motivation or decision to use digital tools may be based on the availability of
digital content. If the teaching materials themselves are not easily accessible or low/no cost,
then the teacher or school may not be persuaded to blend the use of digital tools. School
134
Original graphic available at https://commons.wikimedia.org/wiki/File:The_SAMR_Model.jpg
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education systems are increasingly aware of this and have a range of online platforms135 that
signpost and collate information and teaching materials.
135A list of national sites with information and materials was published on the School Education Gateway in April 2020 to help
teachers working from home to access online content:
https://www.schooleducationgateway.eu/en/pub/latest/news/european-national-websites.htm
136 Vuorikari, R., Velicu, A., Chaudron, S., Cachia, R. and Di Gioia, R. (2020) How families handled emergency remote schooling
during the Covid-19 lockdown in spring 2020, Luxembourg: Publications Office of the European Union. ISBN 978-92-76-24519-3
(online), doi:10.2760/31977 (online)
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able to conduct various online schooling activities and being able to help others in digital
activities are all encompassed in the progression of one’s level of digital competence.137
Figure 18: Parent's perceptions of children's learning skills during spring 2020
Any web-based tools or platforms138 should be suitable and relevant to pupils' age as well as
intuitive and user friendly. Further, as regards digital skills, young people are in general more
digitally competent, on average, than the general population139, but again, there are considerable
differences among students based on the socio-economic situation of their parents.140 Moreover,
there is evidence that the socio- economic gap is greater for high-level digital competences (i.e.,
computational thinking) than for general computer literacy (ibid).
137 Joint Research Centre of the European Commission (2017). DigComp 2.1: The Digital Competence Framework for Citizens
with eight proficiency levels and examples of use. Carretero, S.; Vuorikari, R. and Punie, Y. doi:10.2760/388
138 See, for example, https://www.slant.co/topics/12425/~virtual-classroom-platforms-for-teachers
139 According to Eurostat’s Community Survey on the ICT use in households and by Individuals. Individuals aged 16 to 19 are the
youngest age group for whom data are systematically available from all participating countries. Data on individuals aged 15 or
less are available for a small number of countries.
140
Karpiński,Z., Di Pietro, G., Biagi, F., Digital skills, test effort and socio-economic status: an analysis of ICILS 2018 data,
forthcoming.
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Figure 19: Percentage of individuals with “basic or above basic” digital skills among young people (16
to 19 years of age), 2019, as compared with the general population 141
Research into the eTwinning online community of European teachers and schools highlighted
that teachers reported a greater confidence and competence than some of their (non-eTwinning)
peers to cope with the transition to Emergency Remote Teaching, including increased online
teaching. This is due to their familiarity with the tools that are regularly used by these teachers to
engage in professional development and run their own projects with other teachers and pupils.
Similarly, research on the European Commission’s School Education Gateway Teacher
Academy, which offers professional development courses and webinars, reports on the positive
impact of participation in MOOCs.142 Teachers reported to be more confident with digital tools
and to make changes to their teaching practice that had a positive impact on the engagement and
learning outcomes of pupils.
141 Eurostat data - Individuals' level of digital skills. Latest data available at:
https://ec.europa.eu/eurostat/databrowser/view/isoc_sk_dskl_i/default/table?lang=en
142 European Commission (2020) The impact of participation in Teacher Academy online courses on the practice and identity of
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One Erasmus project (see example below) noted the lack of experience and understanding that
teachers have with digital tools and created videos, eBooks and an app, MILAGE LEARN+, in
order to support the blending of digital tools within mathematics.
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create their own AR applications, such as scavenger hunt adventures148 that incorporate group
work and problem solving activities.
Types of tasks
The environments - where learning will take place – and the tools – the artefacts with which
learning is facilitated – are combined within learning tasks. As part of the design, schools and
teachers use their professional judgement to consider what kinds of learning tasks are appropriate
for their learners; how they will be embedded in a process; and how learning will be assessed.
Teachers need to consider the benefits of blending teacher-led and pupil-led tasks. They decide
when it is best for learners to be collaborative in group or whole class tasks and when they might
do individual tasks. Tasks might be, for example, about sourcing information, practising a skill,
solving a problem, taking a quiz to see how far they have progressed, developing personal
attitudes.
In the 2021 student consultation, some students pointed out that lessons should be used for
interaction and explanations by the teacher. Even watching videos together can be enjoyable and
can be complemented by discussion, the opportunity to ask questions, and “it’s a good way to
share a point of view” (student opinion described by their teacher). They also recognise that they
may need help to revise before an assessment. Some students mentioned the need for more “time
to think by ourselves” and go more in-depth on some topics”. Students express a preference for
even more group work.
When ask what they would like more of, a broad range of learning tasks were mentioned by
students, including:
Sport/ physical activities
Oral comprehension, discussion and the opportunity to ask more questions
Experiments
Arts and craft work
Music
Reading and research work
146 https://vrmath.co/
147 https://www.youtube.com/watch?v=TNQedwQiu8A
148 http://classtechtips.com/2017/10/27/metaverse-classroom-augmented-reality/
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Students are aware of what motivates themselves and others, referring to tools or tasks that are
“more interesting” or more “useful for learning”. Many referred to engagement as supporting
learning, particularly with hands-on activities.
Students are aware of the benefits of different learning tasks, acknowledging that group work can
help them to be more creative and work with others.
“They think that by researching they learn more, discussing
things they build vocabulary and defend better their opinions and
competition e.g. in quizzes is much more fun.” (Teacher)
They reportedly respond well to different visual stimuli, such as content projected on a screen or
part of a video. Students seem aware of the importance of a healthy lifestyle, saying that exercise
is important.
Even though they made many suggestions in their survey reponses, some students said that they
are happy with how learning was currently designed or that lessons are hard and they already
work hard enough. On the other hand, some said that they would like to learn more, suggesting
that, in the context of the survey questions, they felt that a different learning design might
achieve more.
Designing the learning process
ABC Learning Design method by Clive Young and Nataša Perović, University College London (2015) is licensed
149
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Varied tasks, such as described within Diana Laurillard’s six learning types150 are already being
considered by some schools who are in the early stages of developing a blended learning
approach.
This work supports the opinions expressed by the students, as well as the concept of teachers as
“designers” as well as “facilitators” of learning.151
Teachers as designers is an idea also incorporated in SELFIE for Teachers152. In supporting
teachers towards the development of their digital competence for blended learning approaches,
an expert teacher (B2 proficiency level) has the capacity to analyse digital technologies based on
their affordances and employ them in his/her learning designs to support distance learning, while
a leader teacher (C1 proficiency level) can reflect on and redesign teaching and learning for
distance learning contexts to ensure students’ active involvement in the learning process within
and beyond the classroom (e.g. online learning, blended learning, hybrid learning, virtual labs,
online collaborative tools, synchronous and asynchronous activities, individual and team work).
Moreover, an innovator teacher (C2 proficiency level) involves his/her students through the
whole process as well as engaging them in innovative activities, e.g. “My students and I
contribute to exploring and finding innovative and creative solutions to real world challenges
beyond our school”.
Empowering teachers to become learning designers and to additionally engage students in the
design for learning as an additional benefit to the learner’s competence development153 may be a
desirable goal for a school or whole system.
There is a need to understand learning theories when reflecting on designing for learning.154 It
was believed to be the case that learning is seen as something which results in the personal
acquisition of knowledge and skills. Rather less attention had been paid to other conceptions of
learning, such as ‘learning as participation’ or ‘knowledge creation’.155 Research suggests that
these are important concepts to appreciate within blended learning given that learners may be
engaging more in self-directed learning in combination with learning tasks where the teacher
may take more of a lead or structured approach to introduce new concepts and skills.
150 Laurillard, D. et al (2018) Using technology to develop teachers as designers of TEL: Evaluating the learning designer. British
Journal of Educational Technology, October 2018. Available at: https://bera-
journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.12697#:~:text=The%20six%20learning%20types%20are,peers%2C%20at
%20the%20concept%20and%2F
151 https://www.herdsa.org.au/system/files/HERDSARHE2015v02p27.pdf
152 SELFIE for Teachers https://digcompedu.jrc.es
153 Wasson, B. & Kirschner, P. (2020) Learning Design: European Approaches. TechTrends, 64. Available at:
https://www.researchgate.net/publication/341356040_Learning_Design_European_Approaches
154 Ertmer, P. & Newby, T. (2008) Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional
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If there is a system-wide need to support teachers in this design then opportunities for
professional development will need to be identified, as was the case from the early stages of the
pandemic. One of the obvious and prevailing concerns of teachers is that sufficient time – as core
working hours – and resources for the whole school to develop, monitor, assess, and adjust
strategies, and to deliver learning support, should be set aside for this important design aspect of
their work.
Nevertheless, stakeholders believe that one of the main advantages of digital technology lies in
its flexibility and capacity to allow learning at one’s own pace, as well as to implement
innovative and engaging ways of learning and teaching (as stated in the Digital Education Action
Plan open public consultation).
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Figure 21: Blended learning as a process of before, during and after the live/shared learning event
Online opportunities
Some schools have been including online learning to enable students to engage with digital
content on their own and or with peers during school site learning, or in advance of school-site
lessons. Naturally, there has been an increase of this approach on a massive scale with
restrictions on school-site learning.
Nevertheless, while the focus has typically been on simply combining school-site teaching and
online learning by the same pupils at a distance, researchers call for a more “thoughtful fusion of
… online learning experiences”.156 The purpose is not to simply do more of the same kind of
learning online that would be done together in the classroom. There is a growing expectation that
online learning should enhance or improve the experience for the learner when working without
connecting online and/or learning in a shared space157. It is noted that future research is needed
to better understand the variation in the experience of the learning of the student in the blended
learning context.
156 Garrison, D. R., & Vaughan, N. (2008). Blended learning in higher education. San Francisco, CA:
Jossey-Bass. Cited in Cleveland-Innes, M. and Wilton, D. (2018) Guide to Blended Learning, Burnaby: Commonwealth of
Learning .Available at: http://oasis.col.org/handle/11599/3095
157 Oliver, M. & Trigwell, K. (2005). Can 'Blended Learning' Be Redeemed?. E-learning, 2. Available at:
https://www.researchgate.net/publication/250151886_Can_'Blended_Learning'_Be_Redeemed
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It is understood that, in an effective learning experience (one that achieves its desired learning
outcomes), the content and activities of both online learning and other approaches are integrated
with one another and work toward the same learning outcomes with the same content. The
various learning experiences are synthesised, and may be designed to complement each other,
and are planned or orchestrated to run in parallel. In terms of impact, many findings on blended
online and off-line activities show an increase in learners’ ability to learn collaboratively, think
creatively, study independently and tailor their own learning experiences to meet their individual
needs.158
“By experimenting with these different ways of teaching it
becomes obvious that the students need, like any human being,
but even more because their brains are in full maturity, to meet
other young people to confront their way of thinking and above
all to create links.” (Teacher)
A well-established use of online learning tasks has been in the field of languages education.
According to the OECD Teaching and Learning International Survey (TALIS), foreign language
teachers are more likely than other teachers to use technology in their classrooms and as part of
their lessons.159 By integrating technology in their teaching, foreign language teachers are able to
play a key role in connecting students and schools of other language communities. Both the
eTwinning community and Erasmus programme have numerous examples of the use of the
Internet to bring together classes from schools in different countries, to gain practice in using the
language that is being learnt and to exchange other cultural information.160
The European Centre for Modern Languages and its Professional Network Forum conducted a
large Europe-wide study among language teachers in an attempt to draw conclusions about the
future of language education based on lessons learned during the pandemic. As expected, the
pandemic has had significant impact on timings, methods & techniques, phases of lessons,
assessment, welfare (stress) and increasing gaps between those doing well and those falling
behind. However, 55% believe they have been able to maintain the quality & variety of learners’
/ students’ language learning experiences, and their achievement. The results point towards an
equilibrium between the positives gained from the experience and the challenges still to be faced.
The greatest single finding was on the positive lessons learned from adapting to change.161
“I've learned that 1) teachers and learners can adapt to any
environment when in need. 2) technology is an integral part of
our daily lives and of education as well. 3) when we learn to use
158 http://oasis.col.org/handle/11599/3095
159 Covacevic, C & Vargas, J (2020) How might the coronavirus crisis be affecting foreign language teachers OECD Education and
Skills Today available at https://oecdedutoday.com/coronavirus-foreign-language-teachers/
160 Resources and examples on Erasmus+ and multilingualism can be accessed via https://ec.europa.eu/programmes/erasmus-
plus/news/20170919-multilingual-classrooms-erasmus-help-teachers_en
https://www.ecml.at/ECML-Programme/Programme2020-
161
2023/Thefutureoflanguageeducation/tabid/5491/Default.aspx
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Online learning can be beneficial where students wish to study a subject for which there is no
dedicated teacher within the school. One such example is the Gaeltacht e-Hub Pilot Project in
Ireland (see example below).
EXAMPLE H: Online learning to support learning in a native language or where there are staff
shortages
Image: https://www.rte.ie/news/regional/2019/0401/1039923-gaeltacht-e-hub/
The Gaeltacht e-Hub Pilot Project is a 3-year programme of the Irish Department (Ministry) of
Education which began in 2019. The aim is to support students from the Gaeltacht (Irish-
speaking areas) to access subjects not available to them at school due to lack of a suitably
qualified teacher.
In the pilot programme, Higher Level Physics was offered to students from eight Irish-
medium schools, including three island schools. Two online teachers based in other (also Irish-
medium schools) taught the classes online and the students were assisted by an e-Mentor at their
school. The e-Mentor was always present during the lessons to support students and attended a
weekly review meeting with the online teacher. Students also attended a practical hands-on
learning day at the National University of Ireland, Galway to supplement their learning.
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An independent review of the pilot project from March 20212 showed the experience of the pilot
project to be highly successful. It commended “the strong blend of pastoral and academic
support both online and in the classroom; and the well-established collaborative relationships
for learning which have developed within the online learning environment”.
The online teachers and e-Mentors worked collaboratively to prepare and manage class time and
to update parents and other stakeholders. They adapted lesson plans and teaching strategies to
meet the requirements of an online learning environment. According to the evaluation, there is
potential for more extensive online collaboration across Irish-medium secondary schools in Irish-
speaking areas and beyond.
Independent evaluation published 2021: https://www.education.ie/en/The-Education-
System/Policy-on-Gaeltacht-Education-2017-2022/independent-evaluation-of-the-gaeltacht-e-
hub-pilot-project.pdf
Blended learning, if appropriately designed, offers the potential to proactively support learners in
their specific needs, increase their motivation and ability to work autonomously.
Project Based Learning (PBL) is an opportunity to enable a learning experience to feel more
meaningful and relevant to the learner. By its design it is active and student-directed. The basic
principle of PBL requires students to work on a real-world and open-ended problem by solving
projects over the specific period of time, while demonstrating their knowledge and skills.
Finally, their solution or product is presented to an audience for critical peer feedback. By using
PBL, students can have a better sense of how their developing knowledge and skills can be
applied.163 When designing learning, care must be taken to be realistic in terms of the
individual’s capacity to manage their own learning if much of the work is to be at a distance or
individually.164
162 Amporo, A. and Nabbuye, H. (2020) Taking distance learning ‘offline’: Lessons learned from navigating the digital divide
during COVID-19. Availale at: https://www.brookings.edu/blog/education-plus-development/2020/08/07/taking-distance-
learning-offline-lessons-learned-from-navigating-the-digital-divide-during-covid-19/
163 https://www.researchgate.net/publication/334291542_Enhancement_of_students'_skills_via_project-based_learning
164 http://www.oecd.org/site/schoolingfortomorrowknowledgebase/themes/demand/41176687.pdf
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Individualised learning plans – i.e. tailored to individual pupils - may help with achieving an
effective complementarity of learning environments, tools and tasks for all pupils, as well as
tailor individual support to pupils with Special Education Needs. This is part of the fundamental
shift to student-centred learning that a blended learning approach can support.
Figure 22: Example of the process of developing a personalised learning plan for a student 166
165 Arnett, T. (2020) The blended learning models that can help schools reopen. https://www.christenseninstitute.org/blog/the-
blended-learning-models-that-can-help-schools-reopen/
166 New South Wales Department of Education “Personalised Learning Pathways (PLPs) for Aboriginal students:
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167 Council Conclusions on the role of youth work in supporting young people's development of essential life skills that facilitate
their successful transition to adulthood, active citizenship and working life (2017). Available at:
http://data.consilium.europa.eu/doc/document/ST-9624-2017-INIT/en/pdf
168 Council conclusions on maximising the role of grassroots sport in developing transversal skills,
school achievement in middle childhood: An overview of the research. Journal of Educational Research Online. 6. 10-33.
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Youthpass supports the reflection upon the personal non-formal learning process and
outcomes.
As a Europe-wide recognition instrument for non-formal learning in the youth field, Youthpass
strengthens the social recognition of youth work.
https://www.youthpass.eu/en/
https://www.youthpass.eu/downloads/13-62-420/Leaflet%20-
%20revised%20key%20competences.pdf
170Maša Đurišić and Mila Bunijevac (2007), Parental Involvement as an Important Factor for Successful Education, Centre for
Education Policy Studies Journal - Slovenia, 7(3). Accessed at https://files.eric.ed.gov/fulltext/EJ1156936.pdf
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Figure 23: The roles of different stakeholders in managing the learning environments
Assessment practices shape teaching and learning and the focus of assessment at national and
school level dictates which learning tasks and outcomes are valued as important and merit time
and effort.173
Assessment includes:
Formative assessment by the teacher of pupils, and by pupils of themselves (self- and
peer assessment), in order to understand their progression, to identify further learning needs
and to plan next steps;
171 National organisations or international, such as the European Parents Association https://euparents.eu/ and COFACE
Families Europe http://www.coface-eu.org/
172 See “The Parent’s Toolkit”. Available at
https://www.schooleducationgateway.eu/en/pub/resources/toolkitsforschools/detail.cfm?n=430
173 NESET 2017 - https://nesetweb.eu/wp-content/uploads/2019/06/AR1_20172.pdf
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174 Inge de Waars - Student Evaluation During and After COVD-19 – EDEN, Wednesday 22 April 2020. www.eden-
online.org/student-evaluation-during-and-after-covid-19/
175 Looney, J. (2020). "The E2030 stakeholders’ surveys on challenges of curriculum delivery during school closure as well as
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capacity to apply knowledge in a specific context, and gather information on processes used to
address a specific task or solve a problem, as well as the outcome of that process.
Discussions with education stakeholders in 2020 led to the formulation of guiding principles for
assessment within blended learning176:
I. Transparency: whichever approaches – both in terms of what outputs may be included in
the assessment and the method (by whom, calculation of marks) by which they are to be
assessed - should have a clear purpose and be communicated in good time to those involved
to allow for full preparation and to avoid anxiety. Learning Management System (LMS)
software requires some investment but if designed appropriately, can help to better
communicate and manage blended assessment processes, alongside many other areas,
between the school, pupils and parents/carers.177 Any use of digital tools will require a data
management strategy that considers GDPR.178
176 https://www.schooleducationgateway.eu/en/pub/resources/publications/blended-learning-guidelines.htm
177 See, for example, Alan Tait (Professor Emeritus of Distance Education and Development at the Open University, UK)
Education for Development: From Distance to Open Education. https://jl4d.org/index.php/ejl4d/article/view/294/313
178 For a discussion with links to resources see, for example, https://theconversation.com/childrens-privacy-is-at-risk-with-
rapid-shifts-to-online-schooling-under-coronavirus-135787
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II. Fairness: the International Bureau of Education defines this as “the consideration of
learner’s needs and characteristics, and any reasonable adjustments that need to be applied to
take account of them. It is important to ensure that the learner is informed about, understands
and is able to participate in the assessment process, and agrees that the process is appropriate.
It also includes an opportunity for the person being assessed to challenge the result of the
assessment and to be reassessed if necessary. Ideally an assessment should not discriminate
between learners except on grounds of the ability being assessed." 179
III. Equity: assessment processes and tools should provide all leaners with equal opportunities to
demonstrate their competence and better understand their progression and needs. This means
considering the parity of school site and distance assessment, as well as the parity of
assessment approaches used by schools across the system, using moderation where
appropriate.180 The use of online examinations software may provide a trusted approach to
formal summative assessment.181
IV. Validity and reliability: validity in assessment refers to what is assessed and how well this
corresponds with the behaviour or construct to be assessed. Validity is not simply the way in
which [an assessment] functions, but depends on what it is used for and the interpretation and
social consequences of the results.182 Assessments are reliable if the results may be replicated
(over time and across different sites).183 These aspects are important to note if new
approaches to assessment are being developed within a blended learning approach.
V. Self-efficacy: self-assessment by learners of their own progress, as well as peer assessment,
can contribute to increased motivation and a sense of responsibility and agency in the
learning process.184 As part of ongoing assessment it can help the teacher understand what
has been gained from initial (e.g. distance) tasks and design the next stages. By reflecting on
a course, pupils are encouraged to consider the whole process, both at distance and on the
school site.
VI. Familiarity: new assessment approaches should be gradually introduced into schools and the
system to build the confidence and competence of all those involved. Nevertheless, this
should not prevent necessary immediate change. Teachers and school leaders may benefit
179 http://www.ibe.unesco.org/en/glossary-curriculum-terminology/f/fairness-assessment
180 The New Zealand Ministry of Education outlines the purpose, process and benefits of the moderation of assessment:
https://assessment.tki.org.nz/Moderation/Moderation-purposes
181 See, for example, the SURF (Netherlands ICT education and research organisation) White Paper on Online Proctoring (the
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185 In a European survey (9 April-10 May 2020), 67% respondents reported that this was their first experience of online
teaching. https://www.schooleducationgateway.eu/en/pub/viewpoints/surveys/survey-on-online-teaching.htm
186 For example, Lithuania switched to a modular curriculum for VET in 2017, which enabled diplomas to be awarded in 2020 to
those completing more than 50% of their overall course, despite the school closures. https://www.e-
tar.lt/portal/lt/legalAct/8d34ecd05c0411e79198ffdb108a3753
187 European Commission / Joint Research Centre (2013) -
https://publications.jrc.ec.europa.eu/repository/bitstream/JRC76971/jrc76971.pdf
188 Discussed by expert representatives in the European Apprenticeships Alliance webinar series (May 2020)
https://ec.europa.eu/social/main.jsp?langId=en&catId=1147&eventsId=1642&furtherEvents=yes
189 European Commission / Joint Research Centre (2013) -
https://publications.jrc.ec.europa.eu/repository/bitstream/JRC76971/jrc76971.pdf
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examiners. Whilst some students were unprepared for online examinations, they also positively
noted the convenience and rapid feedback. Designing “open book” assessment (where notes and
texts could be used) also placed more emphasis on the applied knowledge by the students, rather
than what they could recall on the day.190
190EDEN (2021) Webinar: Changing Assessment Due to Covid-19: Experiences and Impact. Recording available at:
https://www.youtube.com/watch?v=2YVBHgOZQl4
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This section discusses the role of the teacher and the necessary support and working conditions
for a blended learning approach to be embedded effectively.
191Susan Patrick Chris Sturgis (March 2015) Maximizing Competency Education and Blended Learning: Insights from Experts
Accessed at: https://files.eric.ed.gov/fulltext/ED557755.pdf
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learning support they have elsewhere); and c) their own capacity as a teacher; d) the general
approach of the school that they are working in; and e) the available resources.
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organisational skills and collaboration in order to make blended learning effective195. Teachers
taking on a leading role in the use of digital technology may be given specific recognition 196
instructors: a disregard profile – instructors believe that additional support is not necessary; an adaptation profile – instructors
are open to adjustments to existing learning arrangements; and a transformation profile – instructors believe that blended
learning arrangements should be designed in a completely different way, and be tailored to the characteristics of the specific
learner group. See Boelens et al. (2018), The design of blended learning in response to student diversity in higher education:
Instructors’ views and use of differentiated instruction in blended learning. https://doi.org/10.1016/j.compedu.2018.02.009
198 Vuorikari, R., Innovating Professional Development in Compulsory Education - An analysis of practices aimed at improving
teaching and learning, EUR 29622 EN, Publications Office of the European Union, Luxembourg, 2019, ISBN 978-92-79-
98876-9, doi:10.2760/948518, JRC115292.
https://publications.jrc.ec.europa.eu/repository/bitstream/JRC115292/jrc115292_innovating_pd_analysis_final_upload.pdf
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feedback, in order to respond to the learners’ needs effectively. This is an established part of
managing one’s own professional development.199
Embedding a blended learning approach across a whole school – or a whole education system -
requires a significant amount of innovation on the part of teachers and is likely to feel like rapid
change. The importance of sharing practice is, therefore, heightened in these more exceptional
circumstances. Teachers should recognise their role within the school as a “learning community”
to include peer observation, mentoring and coaching as well as co-designing lessons and
resources.200 How such collaboration can be achieved at a distance may need the use of
additional tools, and time. Indeed, an increased familiarity and creativity with different learning
tools may be transferred to professional development and vice versa. Online “teach meets”,
webinars and courses will also expand the size of an individual’s professional community. For
example, it was widely reported that members of the eTwinning European online community
were better prepared and able to cope with the change to teaching remotely in spring 2020.
Some teachers who were consulted suggested that it may be usful for systems to consider a
"cascade" design for professional development courses: the teachers who follow the course, in
turn, become facilitators with colleagues in their school, thus creating wider and wider circles of
learning and training.
Beginning teachers, who have just completed their diplomas will be joining schools and the
wider profession with potentially limited recent practical experience. They are unlikely to be
fully experienced in blended learning from a teacher’s perspective, although they may have more
recent experience themselves as a learner in higher education compared to their new colleagues.
These professionals may require even more support than normally offered to confidently develop
appropriate pedagogical approaches that suit their own context and capacity.
199
See Chapter 6 and 7 in Supporting teacher and school leader careers: a policy guide. Available at:
https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en
200 European Commission (2018) Boosting Teacher Quality: pathways to effective policies. Accessible at:
https://op.europa.eu/en/publication-detail/-/publication/95e81178-896b-11e8-ac6a-01aa75ed71a1
201 Roszak, M. & Kołodziejczak, B. (2017) “Teachers' skills and ICT competencies in blended learning”, Department of Computer
and kindness. See Wojcicki, E., Izumi, L., and Chang, A. (2015) Moonshots in Education: Blended Learning in the Classroom,
Pacific Research Institute.
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own anxieties around different (potentially more distant) relationships with pupils who are less
frequently on the school campus.
As highlighted elsewhere, communication and liaison with stakeholders in the wider school
community is important for the continuity of learning across different environments. How to
effectively achieve this is a key consideration. Direct communication and guidelines may be
considered for families – or those who are most likely to supervise the work of pupils,
particularly younger pupils – in order that the distance learning tasks are fully understood and
supported. The use of Learning Management Systems (LMS)203 have been effectively deployed
in higher education, however schools or systems that already had such software in place could
easily continue to do so during the pandemic restrictions.204
There may be measurable cognitive benefits. An analysis of the TIMMS 2019 responses by the
International Education Association (IEA) suggests that students with a higher sense of school
belonging performed better in mathematics and science (see figure 22 below).205
203 A Learning Management System (LMS) is software that not only helps to deliver a course of study; it can also assist with the
processing of different kinds of data (including learner assessment), with reporting, and with communication with external
stakeholders, including parents and education authorities. Well-known software includes – but is not limited to – Moodle,
Blackboard, Schoology and Edmodo.
204 See, for example, Finland in data collected by the World Bank in March-June 2020. Accessible at:
https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-
covid-19-pandemic
205 Reported in the video TIMSS 2019 International Results: Home, School, and Classroom Contexts for Teaching and Learning.
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Figure 24: Students with a higher sense of school belonging performed better in mathematics and
science
However, important as it is, a “sense of belonging” is complex and many factors may fall outside
of the teacher’s direct influence. It may be characterised as including: students’ sense of being
able to make friends; sense of being liked and accepted by the school community; their
connectedness to the school; as well as their individual feelings of alienation, isolation, and
loneliness at school.206
206Hristova, A. and Tosheva, E. (forthcoming) Quality of School Life in Europe in the Light of Large-Scale International
Assessments - Report, European Expert Network on Economics of Education.
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teaching207, where community engagement has a greater emphasis as teachers progress to higher
stages of professionalism.
One example of supported collaboration is the European Commission’s “re@ct” pilot project208
in Belgium to explore ways to bring Marie Skłodowska-Curie (MSC) researchers closer to
learners in schools and universities. This initiative is planned to continue in the future involving
researchers across Europe.
Stakeholders have highlighted that experts from outside of the school can make important
contributions to the learning and not only for core subjects. However, they stressed that this
should ideally not be one-off or for a short time. External practitioners (such as scientists,
doctors, historians, musicians, writers) should be involved in the learning design and over time.
This includes the planning, contributing to the process of teaching and learning, and even the
formative assessment.
207https://www.qct.edu.au/standards-and-conduct/professional-
standards#:~:text=The%20Australian%20Professional%20Standards%20for%20Teachers%20%28APST%29%20are,teachers%20s
hould%20know%20and%20be%20able%20to%20do
208Information on the European Commission’s “Researchers at school and at university” project is available at
https://ec.europa.eu/research/mariecurieactions/events/20160503-react_en
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In Latvia, the project „Latvian School Bag” provides an opportunity for pupils to experience a
variety of activities and events of art and cultural heritage, science, and nature within the
educational framework, with access guaranteed by the state. In addition to access to cultural
events and processes, artists and creative professionals are supported to visit schools, promoting
cooperation among education and culture specialists and developing local involvement and
ownership.
More information: http://lv100.lv/programma/latvijas-skolas-soma/
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3.2.3 School leadership: creating the appropriate school climate and culture
This section considers the role of and particular challenges for school leaders and school heads in
a blended learning approach
Stakeholders highlighted the importance of the school culture (its values, beliefs, expectations,
organisational behaviour, and sense of community) and school climate (how it feels to teach and
learn there) to the effectiveness of a blended learning approach. This includes the school
leadership (school heads and other school leaders) which helps to establish a clear vision but also
enables some flexibility of approach by the staff team.
Four types of leadership competence210 can be identified as being particularly relevant to recent
experiences in schools:
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With a necessary greater focus on the role of parents, and for better supporting students to learn
in different environments, this may (further) shift the role of "school" head into a "community
leader".
This would potentially alter – or increase - what school heads and their leadership team are
responsible for, including diverse learning environments inside and outside of the school
campus. According to stakeholder discussions, it may require significant school community and
whole-system courage and determination to discover new routes for school education. This may
include radical reform of some traditional measure on which confidence in school systems has
been based. For instance, sending external inspectors to observe teachers on the school campus
may no longer effectively monitor or support the broad scope of the organisation and design of
learning (see section 3.2.6 on Quality Assurance for more on this topic).
In implementing a blended learning approach, school leadership211 is key in ensuring that there is
a culture and climate for continuous improvement and that school level barriers for blended
learning are addressed. It will be the school leadership who define the specific goals of blended
learning – in cooperation with teachers – and will have the responsibility of ensuring that
professional development needs are examined and addressed212.
Developing a shared vision for the implementation of blended learning
Schools are generally expected to regularly reflect on their successes and challenges and create a
strategic development plan – to act as a “school as learning organisation”.213 As is true for any
innovation in school practice, a clear sense of direction from the school head and a shared vision
held by the school community is crucial for effective problem solving that will be an ongoing
part of adapting to blended learning approaches.214 Such a vision may require a significant shift
in mind-set concerning staff responsibilities, and concerning the increase in leader-centred
approaches and learner independence.
Since the role of parents and carers in blended learning is, in most cases, enhanced, it also is
important that that the school leadership builds relationships, not only inside the school, but also
211 School leader: Those who hold a formal position of responsibility for the management of the school. School leaders are also
teachers, as they are also still involved in learner development, both in and out of the classroom. There needs to be certain
career support to reach a leadership role.
School head: The most senior school leadership position - the person with overall responsibility for the pedagogical and
administrative management of the school or cluster of schools. This role might also be referred to as ‘head teacher’, ‘school
principal’ or ‘school director’. They can also be included in the broad definition of ‘school leader’. See European Commission
(2020) Supporting teacher and school leader careers: a policy guide – Summary. Available at:
https://op.europa.eu/en/publication-detail/-/publication/f02d4648-7a07-11ea-b75f-01aa75ed71a1/language-en
212 iNACOL, The International Association for K–12 Online Learning, Promising practices in blended and online learning -
Blending Learning: The Evolution of Online and Face-to-Face Education from 2008–2015
Evergreen Education Group www.inacol.org , originally published May 2008. Available at:
https://files.eric.ed.gov/fulltext/ED560788.pdf
213 See European Commission (2018) Teachers and school leaders in schools as learning organisations : report of the ET2020
https://www.schooleducationgateway.eu/en/pub/resources/innovation.htm
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outside the school community215. School heads and leaders may reach out for support from other
schools or provide support to others (networking).
School heads are a crucial link to the rest of the education system. They may need to interpret
new regulations and other requirements that come into force regarding blended learning (See
Chapter 4 for more on “legislation”). Vice versa, they may also need to signal additional needs in
order to obtain the necessary support from authorities.
215 Education Development Trust (2016) Successful school leadership, UK: Reading, Berkshire
www.educationdevelopmenttrust.com. Available at: https://files.eric.ed.gov/fulltext/ED565740.pdf
216 Pont, B., Nusche,D., Moorman, H. (2008) Improving School Leadership volume 1: policy and practice, OECD
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Whether or not a school has a high degree of autonomy over the curriculum, some responsibility
will likely lie with the school leadership to ensure that all aspects can be effectively covered.
Shifting some learning to distance environments or expanding the variety of learning tools
(including digital technology) may involve more fundamental shifts in the curriculum in terms
of:
Blended learning will likely require the use of new software, resources, and data systems, and
new ways of understanding the learning process. Professional development opportunities will
need to be signposted and supported. Internal and external tools and processes for determining
capacity may be useful, such as structured self-evaluation questionnaires217 or peer dialogue.
An inclusive blended learning strategy should be designed - and systematically assessed and
adjusted - by a multidisciplinary team, with provision for individual tutoring/support to be
delivered by the most appropriate actors. Disadvantage is a complex and multidimensional issue,
it can only be addressed with an integrated holistic approach, and with the involvement of all
relevant stakeholders. Stakeholders outside the school - psychologists, Special Educational
Needs specialists, social services, local authorities, youth services, NGOs – may be approached
and activated by school leaders.218 Local community practices developed during the period of
school site closure could be further supported and scaled up.219
217
For example, SELFIE is a free European tool for schools to self-evaluate their capacity in digital education.
https://ec.europa.eu/education/schools-go-digital_en
218 European Commission (2015) A whole school approach to tackling early school leaving. Available at :
https://ec.europa.eu/assets/eac/education/experts-groups/2014-2015/school/early-leaving-policy_en.pdf
219 Examples : https://www.schooleducationgateway.eu/en/pub/resources/toolkitsforschools/detail.cfm?n=12485
and https://www.schooleducationgateway.eu/en/pub/resources/toolkitsforschools/detail.cfm?n=12564
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220Acree, L., Gibson, T., Mangum, N., Wolf, M.A., Kellogg, S. & Branon, S. (2017). Supporting School Leaders in Blended Learning
with Blended Learning. Journal of Online Learning Research, 3(2), 105-143. Waynesville, NC USA: Association for the
Advancement of Computing in Education (AACE). Retrieved June 5, 2020 from
https://www.learntechlib.org/primary/p/171355/
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Image: pixabay.com
This section considers the mental, physical and emotional well-being of both school staff and
pupils
By moving to a blended learning approach, routines will change and pose specific challenges to
the well-being and mental health of education staff, learners and parents. The move to blended
learning will equally affect the ability of schools to respond to these challenges and provide
support to students and staff. The COVID-19 crisis added extra mental health and well-being
concerns221 for schools and schools continue to play an important role in mitigating the negative
psychological effects of the crisis.
A survey focused on learners’ worries during spring 2020 and how they were feeling during
remote schooling. Across participating countries, 24%-43% of respondent learners expressed
concerns about getting poor grades because of online activities due to the COVID-19 pandemic
(Figure 23 below). Only in a small number of countries (50% in Austria, 52% in Slovenia),
around half of the respondents disagreed with the statement “I worry that I will get poor grades
because of online activities”. Moreover, between 20 and 32% in all countries responded the
statement being “partly not true, partly true.”
For students to make the most out of new technologies for learning, previous studies show that
developing positive attitudes towards learning can help. In blended learning, they can also be
crucial in supporting learners to overcome some of the potential challenges, for example, those
221According to World Health Organization, coping with stress and anxiety represents the main mental health challenge of the
COVID-19 pandemic. http://www.euro.who.int/en/health-topics/health-emergencies/coronavirus-covid-
19/news/news/2020/3/mental-health-and-psychological-resilience-during-the-covid-19-pandemic
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posed by online learning.222 Parents, together with teachers, play a fundamental role in
supporting students to develop these attitudes. The results of this study show that designing
targeted activities and support material (for example, guidelines), which aim to reduce the
burden on parents and teachers, would be needed to maximise the potential of remote schooling
when regular in-person instruction cannot take place.
Figure 26: Student concerns about getting poor grades because of online activities
Within the Digital Education Action Plan open public consultation, almost 40% of education
institutions reported that they would have liked to have received more guidance on how to
support mental health and well-being of staff and learners.
To help address the issue of mental health related to the spread of the COVID-19 virus, a
temporary network of European not-for-profit organizations was established on EU Health
Policy platform.223 The objective of the network is to share knowledge and practices on COVID-
19-related mental health issues and develop a set of guidance documents that can help address
the mental health aspects of the COVID-19 pandemic.
222 OECD (2020). Strengthening online learning when schools are closed: The role of families and teachers in supporting
students during the COVID-19 crisis. https://read.oecd-ilibrary.org/view/?ref=136_136615-o13x4bkowa&title=Strengthening-
online-learning-when-schools-are-closed
223 Requests to join networks on the EU Health Policy platform can be made at https://webgate.ec.europa.eu/hpf/networks
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Simply identifying the possible causes is the first step to developing ways to prevent, mitigate or
overcome such problems.
224The ETUCE study on "Occupational health and safety of teachers, academics and other education personnel in
times of COVID-19" identifies the main challenges of emergency online teaching and learning from the perspective
of teachers and other education personnel. Available at: https://www.csee-etuce.org/en/policy-issues/covid-
19/4326-new-study-on-vaccination-of-teachers-by-etuce
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A positive use and personal management of digital tools and social media; and supporting
the application of data protection rules to children
Balanced diet and daily exercise.225
In a blended learning approach, consideration will have to be given to how this competence can
be effectively nurtured and (self-) evaluated in both the school site and other environments. The
environments are complementary and a blended approach may be beneficial in bringing the two
closer together. Given the emphasis on self-direction and reflection, the competence is a
necessary part of ensuring blended learning works well. In other words, the competence is
developed both for and through blended learning.
225 Evidence shows that physical activity is associated with improvement of brain functioning, cognition and school results. The
annex to the Report of the European Commission Expert group on "health-enhancing physical activity" (2015) gathers scientific
evidence on the links between children’s level of physical activity vs. sedentary and their school results.
https://eacea.ec.europa.eu/sites/eacea-site/files/recommendations_pe_at_schools_2015.pdf
226 Further information available at: https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-
reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence
227 Further information available at: https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-key-
competences-for-lifelong-learning_en
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believe or simple challenges, as well as sports). This may be complemented by lessons or school
campaigns that focus on a balanced diet or understanding the importance of regular exercise.
Physical activity in young people fell away during the pandemic, and yet a healthy body is
needed to combat viruses. The pandemic has contributed to the rethink on making the most of
time on the school site and is a serious consideration in the design of blended learning. Schools
also need to have at least a basic level of safe and well-functioning equipment and spaces for
such activities.
“My two daughters, high school students in second and final this year, have
been living distance learning intermittently since last year. The eldest takes
several kilos … because it is the way she has found to compensate for the stress
of this isolation.” (Parent)
228 https://data.consilium.europa.eu/doc/document/ST-14210-2017-INIT/en/pdf
229 https://data.consilium.europa.eu/doc/document/ST-9156-2019-INIT/en/pdf
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These young people need help to balance their daily training with continuing their general
education.
This is a minority group of learners but no less important. There are European examples, such as
the Estonian gymnasium where athletes in the Olympic programme can study at a distance and
still be part of the school (see Example K below). “Voetbal Vlaanderen”230 is another example
from the Flemish Community of Belgium, supporting the combination of school and football
training.
230 https://www.voetbalvlaanderen.be/voetbal-en-school
231 Polizzi, C., Lynn, S.J., Perry, A. (2020). Stress and Coping in the Time of COVID-19: Pathways to Resilience and Recovery.
Clinical Neuropsychiatry, 17 (2), 59-62. https://doi.org/10.36131/CN20200204
Irish authorities prepared a similar set of webpages with guidelines for parents/guardians of primary school
232
pupils on the continuity of learning and including advice on well-being. The portal is multilingual: besides Irish and
English, it is also available in Albanian, Arabic, Farsi, French, Georgian, Kurdish, Pashto, Somali, Spanish and Urdu.
www.gov.ie/en/collection/965639-continuity-of-schooling
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Image: commons.wikimedia.org
This section discuss both the benefits and challenges of blended learning for learners in
particular circumstances.
Inclusion in education may be understood broadly as a system in and around schools which
places strong emphasis on supportive, quality learning environments. Students’ emotional,
physical, cognitive and social needs are addressed, and each student’s talents are recognised.
Students have opportunities to have their opinions heard. Parents and wider multidisciplinary
teams and agencies actively participate in the school community. Schools actively seek to
prevent discrimination and to meet diverse needs of marginalised and vulnerable students.
School climates are learner-centred, welcoming and caring environments
Inclusive systems seek to prevent discrimination. Inclusive systems in and around schools
especially prioritise the differentiated needs of marginalised and vulnerable groups, including
those at risk of early school leaving and alienation from society.233
Recognising the centrality of a relational school climate, the ET2020 Working Group Schools
report on tackling early school leaving treats learner-centred, welcoming and caring
233Downes, P. and Nairz-Wirth, E. (2017). ‘Structural indicators for inclusive systems in and around schools’. Luxembourg:
Publications Office of the European Union, https://nesetweb.eu/wp-
content/uploads/2019/06/NESETII_Structural_Indicators.pdf
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environments as part of inclusive education.234 Important in any school or system strategy for
blended learning will be how to take a balanced approach to supporting learner needs (meaning
social and emotional as well as cognitive), ensuring that students have agency and are supported
in any learning environment, creating positive interactions through the use of different tools.
234European Commission (2015) A whole school approach to tackling early school leaving - Policy messages. ET 2020 Working
Group on Schools. Available at: https://ec.europa.eu/education/resources-and-tools/document-library/schools-policy-a-whole-
school-approach-to-tackling-early-school-leaving_en
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A well-known distance learning example with a 70-year history is the Australian “School of the
Air”. This was developed in 1951, using the existing radio communication of the Royal Flying
Doctor Service. Although pupils are hundreds of kilometres apart from each other and their
teachers, the “School of the Air” at Alice Springs makes a concerted effort to maintain a sense of
school identity and community. They offer residential camps each year so that the pupils can
interact in a shared physical space.
There are schools across Europe and the world that may be termed “virtual” schools because
they do not have a campus and yet offer a full curriculum with teacher support.235 They depend
on support from families, which can include financial cost to maintain the school as an online
organisation. This can be a popular option for parents who wish to teach their children at home
and yet need support themselves.
There are examples of schools – both with a campus or who visit the pupil in their own
environment – that cater for children in particular circumstances. These include: “Bednet” 236 in
Flanders, Belgium, for hospitalised and chronically ill children (see example above); “@uora” in
Italy for young people in prisons and young offenders institutions237; and “iScoil” 238 in Ireland
for children aged 13-16 who have disengaged with mainstream education (see example below).
235 For example: Nettiperuskoulu in Finland; Rīgas Tālmācības Vidusskola in Latvia; Wolsey Hall in England, UK; and Oak
Meadow in the USA.
236 https://www.bednet.be/bednet-english
237 https://www.istruzione.it/archivio/web/istruzione/piano_scuola_digitale/aurora.html
238 https://iscoil.ie/
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A number of schools for the children of circus performers are members of the European Network
for Traveller Education.239
Young carers are children and young people under the age of 18 who provide care for a parent
or relative in the community, usually within their own home. They can be required to perform
personal and practical tasks for their parents or other family members, often without any help or
support from welfare agencies. Many children provide care at great personal expense – they are
deprived of their childhood, many miss out on educational opportunities, few have established
friendships or other support networks. Young carers are at greater risk of not completing their
formal education and are less able to enter into higher education reducing their life chances and
increasing their social exclusion.240
239 https://ente.education/partners
240 https://eurocarers.org/young-carers/
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behind and inequalities will grow. Stakeholders have noted the need to ensure access to digital
devices and connectivity, as well as to ensure the quality of instruction.
The COVID-19 pandemic is believed to have exacerbated already existing socio-economic
inequalities in children’s learning opportunities at home. A recent study241 from Denmark finds
that the difference in takeout of digital children’s book from libraries between more and less
advantaged families was higher during the early periods of lockdown compared to the pre-
pandemic period. There is also evidence that during the lockdown children from higher socio-
economic status have spent more time in learning than those from lower socio-economic status.
A survey carried out in the UK during the months of April and May 2020 shows that while
students from households in the top income quintile spend about 5.8 hours per day on educational
activities, the corresponding figure for those in the bottom income quintile is approximately 4.5
hours242. As a result of a home environment less conducive to learning and less time spent in
learning, students from less advantaged backgrounds are likely to have suffered a particularly
significant learning loss. This conclusion is supported by a Dutch study243 showing that the learning
loss experienced by primary school students from homes with lower levels of formal education is up
to 55% larger than that suffered by their more advantaged peers.
Attention to students at-risk of early school leaving was recognised as particularly important. At-
risk students include those with low socio-economic status, special education needs, ethnic
minorities, migrants, and/or living in rural and remote areas, including the outermost regions and
island communities. Some students are unable to learn effectively independently and were
therefore disengaged from their studies during school shutdown. The key issue is the availability
of another to act as mentor. If students are learning in a distance environment, they may need
someone to provide additional pastoral support.244
“There is a need to train and employ more Roma and other
minority staff in in-person and online educational settings,
including teaching and learning support workers. This would
make a strong statement about the commitment to diversity and
inclusion but, most importantly, it would go a long way in better
integrating minority students and responding to their unique
needs.” (A European organisation supporting Roma communities)
Ongoing support for special needs education was also considered to be vital. Children who have
learning difficulties are potentially the most at-risk students in a context of isolation. Many
parents are not equipped to assist special needs children. Where available, adaptive technologies
241 Jæger, M. M., & Blaabæk, E. H. (2020) Inequality in Learning Opportunities during Covid-19: Evidence from Library Takeout.
Research in Social Stratification and Mobility, 68, 1-5.
242 Andrew, A., et al. (2020). Learning during the lockdown: real-time data on children’s experiences during home learning. IFS
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can work very well for many, but not all. For example, many children with behavioural problems
cannot work well in an online setting. Strategies to address the needs of these at-risk learners and
their families are vital.
Eurochild’s Growing Up in Lockdown report245 reflects on the impact of the pandemic on
children. It compiles information gathered from 25 countries across Europe, and provides
recommendations for improving public policies in the short and long-term to support better
outcomes for children and families. For children already living in poverty it meant increased
hunger if they missed out on free school meals. The impact of the pandemic on children in
alternative care education had to be provided online which staff were not always equipped to
deal with. Just as parents in family homes struggled with home schooling, staff in residential
facilities do not necessarily have the teaching skills, digital skills or equipment needed to support
online education. Unaccompanied minors who were studying have lost their opportunity to
participate in educational activities. There were also positive developments and examples of
good practice to emerge from this situation. In Belgium, for example, community organisations
joined forces to put pressure on public authorities, as a result of which there has been more
attention to children and their rights.
Assistive technologies for learners with physical disabilities, autism and other needs
Assistive technologies have the potential to expand access for learners with physical disabilities
as well as those with autism and other learning needs. Technologies and digital instruction
applications may be adapted to meet a spectrum of learner needs.
Stakeholders have noted, however, that some learners - for example, those with behavioural
challenges - have not been able to continue learning in a fully online environment, and they and
their parents/carers may need additional support to benefit from blended learning environments.·
Research has found that home visits that focused on providing information to parents and helping
them to cope could support improved cognitive and social behavioural outcomes for learners
(based on 36 two -hour visits a year)246.
Additional concerns have to do with the expense of some technologies. While some Member
States fully fund assistive technologies for learners with disabilities, this is by no means
widespread247.
A key feature of inclusive learning environments lies in the accessibility and usability of blended
learning tools. Not only do students from lower socio-economic status need to have access and
be able to use digital technologies, but this should also hold for other categories of disadvantaged
245 Eurochild (2020) Growing up in Lockdown. Available at Growing up in lockdown: Europe’s children in the age of COVID-19 –
Eurochild
246 Black, M.M. (1991). Early intervention services for infants and toddlers: A focus on families. Journal of Clinical Child
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students such as those with learning difficulties or special needs. In this context, the concept of
‘universal design’ plays an important role as it refers to those apps or websites that can be
accessed by students with disabilities without assistance248.
Creating online learning materials in line with universal design means that these products should
be usable by all students including those with physical, visual, hearing, learning, and attention
problems. In an attempt to fulfil this need, the Universal Design for Learning (UDL)
framework249 stresses the importance of setting up a curriculum that provides multiple means of :
a) representation (that give learners different ways to acquire knowledge and information), b)
expression (that give learners various tools to express themselves and communicate their
thoughts and ideas), and c) engagement (different ways are used to encourage learners to
complete a task or, more in general, to motivate them).
Amongst other recommendations, experts call for a guarantee of pedagogical and speech therapy
reinforcement, with each student with hearing impairments given support to transfer both tools
and techniques from the school site to distance learning environments and online learning.250.
Individual support and personal tutoring
There is evidence that disadvantaged learners benefit from individual support and personal
tutoring. This might traditionally take place mostly in school, complemented by visits from
home-school liaison officers who work also with the families to better support their own
children’s learning. Consideration should be made as to how such individual support by trained
staff can most effectively operate when the teaching and learning is both on the school site and
also at a distance, for example in maintaining home visits and online individual sessions.
248 Bose, I.K. (2014) "Planet school": Blended learning for inclusive classrooms. An Enriched ePub eBook for Screen Reader
Users, 3-14
249 Rose, D. (2000) Universal design for learning, Journal of Special Education Technology, 15(3), 45-49.
250In 2020, Confederación Española de Familias de Personas Sordas FIAPAS published a guide on “Supporting
hearing-impaired students in the covid-19 context”. Available at
https://bibliotecafiapas.es/en/publication/practical-guide-for-supporting-hearing-impaired-students-in-the-covid-
19-context/
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HSCL Coordinators are teachers who receive 4 days induction training upon appointment to the
HSCL position. In addition, the Senior Management Team liaises directly with schools and
HSCL cluster groups to ensure that there is consistency of approach and to jointly select and
implement initiatives which are agreed to be most appropriate for a specific school or area.
Continuous Professional Development (CPD) is ongoing for all HSCL Coordinators and
practitioners to deliver high quality modules, both at national and local level. As part of the
school staff, HSCL Coordinators also receive training in relation to Child Protection and Special
Educational Needs.
https://www.schooleducationgateway.eu/en/pub/resources/toolkitsforschools/detail.cfm?n=297
Pupils may benefit from additional measures – both on the school site and in distance
environments - to ensure their sense of value and belonging to the school community as an
important part of motivation for learning. Attention may be paid to the (short) time delay in
giving feedback on some distance learning tasks, compared to shared space (teacher and pupils
together) where feedback is more immediate. Some learning tasks may also be more deliberately
set as group tasks to compensate for other times where learning is highly independent. Other
opportunities outside of structured learning tasks may also be considered for pupils to
communicate (with each other and with school staff or external stakeholders) on a range of
topics that are meaningful to them, but which add to their sense of belonging to a supportive
school community.
251Lewis, M. and Samesl, S.J. (2004). The relation between extracurricular activities with academic and social competencies in
school-age children: A meta-analysis. Unpublished PhD., Texas A&M University, TX, cited in Hattie, J. (2009). Visible Learning: A
Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
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Parental involvement
A blended learning approach may call on greater parental engagement in their children’s
learning. Younger children in early childhood education and care and primary levels will require
greater parental guidance and support. Learners in lower and upper secondary school levels may
be perceived as more “mature” and therefore better able to work without parental supervision,
however this cannot be assumed.
Schools may work in close partnership with parents to set high expectations for their children’s
learning, which, together with greater student ownership for their own studies (rather than
parental surveillance), is associated with better learning outcomes.252 Parents should be
supported to learn the ‘language of learning’ so that their children have consistent messages of
support253.
There are ways in which schools and municipalities may take a differentiated and systemic
approach to parental involvement in education to prevent early school leaving254. These may
include community-based family support centres where multidisciplinary teams focus on child
and parent mental health, emotional support and school attendance; and, community-based
lifelong learning centres providing both non-formal and formal learning. Community centres
may be co-located with schools as a way to open schools to the local community after school
hours.
Parent support may be particularly necessary where the child learner has physical disabilities or
the family has a very low income, both of which may lead to reduced access to learning
environments and tools compared to other families.
While this might be at the boundaries of a blended learning approach within the school’s remit
for learning, it is an important way to engage with parents and build bridges with municipalities.
Following the view that "schools do not define education, and they are not the only institutions in
which learning takes place"255, a blended learning approach may enable this to become a reality
by allowing a school or system to redefine school both in terms of the environment (where) and
the tools (with what). However, this is only possible with the necessary support and resources.
252 Hong, S. and Ho, H-Z (2005). Direct and indirect longitudinal effects of parental involvement on student achievement:
Second-order latent growth modeling across ethnic groups. Journal of Educational Psychology, 97(1), 32 – 42.
Jeynes, W.H (2007). The relationship between parental involvement and urban secondary school student academic
achievement: A meta-analysis. Urban Education, 42 (1), 82 – 110.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
253 Clinton, J.M. and Hattie, J. (2013) New Zealand students' perceptions of parental involvement in learning and schooling, Asia
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256 Cooper, H.M., Nye, B., Charlton, K., Lindsay, J. and Greathouse, S. (1996). The effects of summer vacation on achievement
test scores: A narrative and meta-analytic review. Review of Educational Research, 66(3), 227- 268.
257 https://www.abc.net.au/news/2020-04-17/will-missing-school-due-to-covid-19-matter-for-school-students/12154266
258 UNICEF (2020) COVID-19: How are Countries Preparing to Mitigate the Learning Loss as Schools Reopen? Trends
and emerging good practices to support the most vulnerable children. Available at https://www.unicef-
irc.org/publications/pdf/COVID-19-How-are-Countries-Preparing-to-Mitigate-the-Learning-Loss-as-Schools-
Reopen.pdf
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difference between these two concepts should be acknowledged when analysing evidence or
planning action. In this context, the concept of “loss” may be misleading. Furthermore, the speed
at which a learner may return to a previous (higher) level of competence is not necessarily the
same as the first instance of progression.
Another potentially misleading narrative is the perceived “loss of earnings” (negative impact on
future income from employment) that has been used by journalists, policy makers and parents
alike to justify arguments against school site closures. Unfortunately, no conclusive evidence is
available until the children of current school age reach the age of employment. Economists and
other researchers do regularly update their opinion on what a year of schooling equals in
monetary terms, or the “return on investment”.259 However, this has been newly put alongside
figures describing how many days pupils have not been on the school site in order to calculate a
perceived impact of school site closures on those children’s future income. It assumes that
schools and teachers will have largely failed in their efforts of Emergency Remote Teaching and
will be unable to help students to “catch up” to expected learning outcomes in the future.
The concern for disadvantaged learners is not new, and with some evidence. The Education
Endowment Foundation has tried to quantify “learning loss” during the pandemic in a recent
report.260 It claims to confirm learning loss which is increased due to disadvantage. However, the
report does not link this to future earnings.
Any hindering of learner progression resulting from prolonged school closure in 2020 and 2021
is likely to have been compounded by stress related to the crisis. Research from this period may
not be useful to predict what is likely to happen if blended learning is embedded in a more
strategic and gradual way.
To address the more immediate concerns, it will be vital for teachers and school to assess gaps in
learner competence and to develop plans for remediation. Attention to essential elements of
curricula may also be important. Studies have focused on the “over-crowding of curricula” that is
common across countries, and suggested that a focus on core concepts is more effective than
broad coverage. The counter concern is that a narrowing of the curriculum will have a negative
impact on the broad competence development of future generations.261
Learning software that scaffolds learning according to individual needs may support learners to
address gaps in their learning according to what the curriculum expectations are for their age
group. For example, some learning programmes automatically direct learners to additional
learning materials where their responses demonstrate a need for other prior learning before
progressing to new learning tasks.
259 https://www.tandfonline.com/doi/abs/10.1080/09645292.2018.1484426?journalCode=cede20
260 https://educationendowmentfoundation.org.uk/public/files/Publications/Covid-
19_Resources/Impact_of_school_closures_KS1_interim_findings_paper_-_Jan_2021.pdf
261 OECD (2020), Curriculum Overload: A Way Forward, OECD Publishing, Paris, https://doi.org/10.1787/3081ceca-en.
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Learners may also benefit from peer support – either in conversation with senior pupils in the
school or using social media tools (e.g. discussion boards, blogs, wikis, shared ePortfolios).
Many examples of ways to address the needs of individual learners, developed during projects
and initiatives, exist in the European Toolkit for Schools (see Chapter 4 and footnote).262
262 https://www.schooleducationgateway.eu/en/pub/resources/toolkitsforschools.htm
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This section focuses on the ways in which established quality assurance processes may be
usefully adapted to support blended learning.
Ministries recognise that guidance is crucial for supporting teachers, schools, and parents in their
collective endeavour for maintaining and further developing quality education. During the period
of school site closures and re-openings in 2020, topics within national published guidelines
included: what and how to plan reopening of the school; teaching and learning processes; well-
being and psychological support; pupils with Special Education Needs; and communication with
parents.
Conditions for effective quality assurance for school development include ensuring ownership of
the process through meaningful dialogue and actions, and an opportunity for 'out of the box'
thinking and creativity, with an emphasis on improvement more than quality ‘control’.263 Recent
research-based recommendations point towards an effective interplay between internal and
external quality assurance mechanisms – in order to ensure that they best serve school
development and innovation. Blending internal and external evaluation and feedback would
seem to make sense where the teaching and learning is also taking place in diverse environments.
Stakeholders emphasised that processes and people should avoid judgmental approaches and
encourage the sharing of professional practice in a critically reflective manner. For example, the
shift to Emergency Remote Teaching has prompted systemic change in the work of the
263 https://www.schooleducationgateway.eu/downloads/Governance/2018-wgs2-quality-assurance-school_en.pdf
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inspectors in Ireland.264 Inspectorates may themselves provide guidelines and tools such as
frameworks with quality indicators which also take into account blended learning to be used in
school self-evaluation, or toolkits and guidance documents. These will ideally include the same
indicators used by inspectors.
There are five areas for consideration in which established quality assurance processes may be
usefully adapted to support a new blend of school site and distance learning:
1. How to evaluate, feed back on, and adapt the teaching and learning that happens outside of
school, including assessment, and the combination of school site and distance teaching and
learning
2. How to evaluate, feed back on, and adapt the school climate/culture from a school site and
distance perspective (sense of community and identity, students’ and teachers’ well-being,
working conditions, relationships with stakeholders)
3. How to evaluate, feed back on, and adapt the management of staff ;
4. How to monitor practices and new developments across the system that takes into account
both distance and school site teaching and learning
5. How to manage and incorporate evaluation and feed back of/via other providers (e.g.
broadcast media, publishers, private organisations)
264 See, for example, Ireland’s change from inspections to “advisory visits” including health and safety advice/inspections to
give reassurance to the public. See https://www.schooleducationgateway.eu/en/pub/viewpoints/experts/quality-learning-
covid-19.htm
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Figure 27: Five areas for adapting established quality assurance processes
Teaching and learning that happens outside of school, and the combination of school site
and distance teaching and learning
If distance learning is not included in quality assurance – i.e. not inspected or at least self-
evaluated and reported – it not only misses an opportunity for valuable feedback but also runs the
risk of a poor reputation compared to other “regulated” learning environments.265 Actions that
could be considered include self-evaluation by the teachers, with or without self-reflection tools,
and peer evaluation by other teachers (internal evaluation).266 This could be complemented by
inspectors (external evaluation) joining online sessions267 as well as classroom visits and
guidelines to teachers on how to evaluate their own practices in blended learning. Inspectors’
advice can help schools to develop the most appropriate strategy for their learners, and help
teachers to design a blended learning process that is fully inclusive, engaging and effective.
265 Bacsich, Paul. (2012). Virtual schools and colleges providing alternatives for successful learning volume 1. p. 113
https://www.researchgate.net/publication/339537812_VIRTUAL_SCHOOLS_AND_COLLEGES_PROVIDING_ALTERNATIVES_FOR_
SUCCESSFUL_LEARNING_VOLUME_1
266 In August 2020, new questions on distance and blended learning were added to the European Commission’s self-reflection
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Learning Management Systems (LMSs) may be used to track key indicators regarding pupil
progression in both school site and in distance learning environments. LMSs may be used to
highlight students who are at risk of disengaging from school268, although this will not happen
automatically and requires a conscious focus by the teacher or school to analyse the data.
Although constructed with an older age group of students in mind, the various guidelines for the
quality assurance of distance and e-learning in higher education can still be very relevant and
useful. ENQA’s 2018 Considerations for quality assurance of e-learning provision outlines a
number of different considerations and indicators for external and internal evaluation of
processes and programmes. For example:
“As with traditional, campus-based provision, external quality assurance will take into
account an institution’s particularities – e-learning included. Usually the procedure
will include the involvement of relevant stakeholders at all levels. The teaching and
learning process, the learning resources, the VLE [virtual learning environment], and
the student support system for e-learning will be additionally considered. It is a good
opportunity for institutions to demonstrate their involvement in pedagogical
268For example, see J Chung, J.-Y and Lee, S. (2019). “Dropout early warning systems for high school students using machine
learning,: Children and Youth Services Review, 96, pp. 346-353, https://doi.org/10.1016/j.childyouth.2018.11.030
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innovation projects and the involvement of stakeholders (students and teaching staff
involved with e-learning) in the design of methodologies.”269
Evaluating the school climate/culture from a school site and distance perspective
Evaluating the sense of community and identity, students’ and teachers’ well-being, working
conditions, and relationships with stakeholders needs to be done from both a school site and
distance perspective.
As an internal (within the school community) approach to generating data and facilitating useful
dialogue, existing networks and organisations could be activated to gather feedback and offer
advice and support to staff and pupils.270 The inclusion of student voice – through student
councils and other informal surveying – may be particularly valuable.
External evaluation of the school climate also requires coherent processes that can generate data
about not only teaching and learning across the different environments, but also how the blended
approach is working effectively in terms of staff and pupil well-being and the sense of
community. Stakeholder engagement in school evaluations - to understand the impact of distance
learning on teacher and student well-being and achievement - can support efforts to engage
parents and other community stakeholders, including researchers, in improvement and
innovation.
269https://enqa.eu/indirme/Considerations%20for%20QA%20of%20e-learning%20provision.pdf
270 For example, in Estonia, the “Masters teachers” network has been activated to gather feedback from teachers and students
about their distance learning experiences and to offer support and advice. Reported in European Training Foundation webinar,
26 May 2020 – Supporting Vocational Teachers under the Lock Down.
https://openspace.etf.europa.eu/events/vocational-learning-distance-supporting-vocational-teachers-under-lock-down
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271 ET2020 Working Group Schools (2018). European ideas for better learning: the governance of school education systems,
Brussels, p. 16. Available at https://www.schooleducationgateway.eu/en/pub/resources/governance-of-school-edu.htm
272 For example: https://www.schooleducationgateway.eu/en/pub/viewpoints/surveys/survey-on-online-teaching.htm
273 See https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-
during-the-covid-19-pandemic
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Also as reported above, private organisations (website hosts, software developers, app designers)
can help to shape learning experiences. Strict protocols on data protection withstanding, these
providers may generate useful feedback to systems and schools. This could be generated directly
from learner responses, for example “likes”, comments, and quiz responses.
External partners – or “critical friends”274 - such as teachers and school leaders from other
schools, representatives of a local authority, or researchers may also provide external advice.
They are seen as trusted peers from outside the school who can provide evaluative feedback and
bring new insights while also developing their own evaluation skills. It may be that the
community of critical friends is extended to include educational technology developers and
NGOs that have a good level of expertise in online learning and the use of digital tools.
274The ET2020 Working Group Schools (2018-2020) used the term “critical friends” to describe external partners in quality
assurance and define their role as being more positive and reflective that negative and judgemental.
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The Recommendation is based on the premise that, to be more inclusive, and to enable broad
competence development, teachers and schools need to better integrate (blend) different
environments and tools within engaging and effective learning tasks.
In consultation with the ET2020 Working Group Schools in 2020 (representatives of ministries
of education and European education stakeholder organisations) it was emphasised that, to make
such a blended learning approach effective, schools and systems need to continually
develop their approaches to both the design of learning (the learning process that is created by
the teacher) and the design of schooling (the way that schools and systems are organized and
managed). The main stakeholders involved are pupils, teachers, school leaders and
parents/families. This ongoing developmental work should be supported by collaboration
within and between communities and quality assurance mechanisms.
As described in Chapter 2, blended learning is not new. Young people have been learning on and
away from the school site – at home; in museums and sports centres; at famrs, factories and other
work places – for decades. The questions it raises are also not new: how can schools embed
different tools, including powerful digital technology, and different tasks into pedagogical
practice, in order to extend learning beyond the physical classroom and maximise its role in
teaching, learning and assessment? How can systems move beyond a learning design that is
dominated by older tools, such as paper textbooks? How can learners take more ownership of
their learning in advance of class and how can the teacher become more of a facilitator than
dominating the process? How can they connect with other learners and inspiring experts who are
outside the walls of their classroom? How can meaningful learning experiences be created where
learners are equipped with the confidence and competences to become lifelong learners?
What the recent experiences have highlighted is that these questions cannot be answered by
teachers alone - action needs to be embedded into all aspects of the school education system.
This chapter highlights potential first steps in addressing the implementation and monitoring of
blended learning in primary and secondary education. It describes existing EU frameworks and
tools that can support the European school education community.
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Photo by Brandon Gurney on Unsplash
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Figure 28: Considerations for a blended learning approach and ongoing school education
development
A clear lesson that has been learnt – not only from the pandemic but also from recent reforms –
is that change in education requires a clear vision and a co-ordinated approach by the whole of
the system. This includes ongoing dialogue with all stakeholder groups to ensure that their needs
are reflected in any changes, that decisions are informed by evidence, and that stakeholders can
take forward the work, motivated with a sense of ownership.
In 2020, a number of systems brought in new legislation to give a legal basis for permitting and
supporting certain practices and levels of decision-making by schools and local authorities. This
experience is one that could be a useful basis for the future development of school education.
Another challenge, well-known but highlighted by the pandemic, is ensuring and prioritising
sufficient investment in not only learning tools and environments, but also in the existence,
working conditions and professional development of qualified staff (as explored in Chapter 3).
This section briefly explores these challenges, highlighting the key areas that Member States
may take into consideration.
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4.1.1 Clear vision and co-ordinated approach by the whole of the system
“First, the big vision and the big picture should be laid out in an
overall document, such as a master plan. Above all, this
document should set out in a well-founded way how the
individual ideas and measures it contains are meaningfully
interrelated and mutually supportive. Second, it needs sufficient
space and resources for communication. Hierarchical and
systematic communication with [ministry] departments is just as
important here as exchange at the level of specialist expertise in a
horizontal manner with stakeholders and experts. Third, all
activities should tie in as much as possible with developments and
processes already in the system.”
(Ministry representative)
As highlighted in consultations with stakeholders, the importance of having a clear rationale and
set of goals for any change cannot be underestimated. This needs to be explored and articulated
by, and on behalf of, all stakeholder groups. This does not necessarily need to be a complete
change of approach but may be linked with existing developments and priorities. With research
literature highlighting sources of teacher and school leader stress and burnout as being the
increase of bureaucracy and delivery demands with fewer resources275, it would seem prudent to
consider how new national plans are communicated and what the expectations are.
Figure 27 (below) presents different elements of the system that need to be engaged in
developing a blended learning approach:
Governing bodies: the Ministry of Education and other system authorities;
Evidence and monitoring: research community, expert networks and quality assurance
agents (including inspectorates);
Formal education institutions: early learning settings, schools, VET institutions and
universities and colleagues (higher education);
Wider community: support organisations (which may include trade unions), families, and
public services;
Resources industry: providers of tools and environments, taking into account the needs of
people within the system.
Whilst each element is known in isolation what must happen in order to better integrate distance
learning environments and a range of learning tools is to have more effective relationships
275
OECD (2020) Teachers’ well-being: a framework for data collection and analysis. OECD Education Working Paper No. 213.
Available at: http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2020)1&docLanguage=En
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between these elements. These relationships will need to be articulated and supported at national
level, which can also be supported at EU level.
For example, the important role of the education resources industry, particular education
technology, should be acknowledged. On one hand, the education technology industry can
provide ready-made hardware and software, and, on the other, effective dialogue could help to
design solutions to issues such as rethinking approaches to assessment for a whole system. There
also needs to be a close relationship between research, the governing bodies and the
institutions in order to support the continual emergence of evidence and inform policy-making
as well as local practice.
Networking on regional levels can also help with maintaining these relationships and with
adapting and implementing national plans.
As described in Chapter 2 (2.1.2), the experiences of education stakeholders during the pandemic
may have a strong impact on their motivation for and against areas of development or “change”.
Those leading future action – whether a central authority, municipal director, or school head –
will need to be sensitive to very different points of view. It will be important to engage with
stakeholders to reflect on recent and ongoing experiences in order to create a collective positive
approach to developing learning design and schooling. These approaches should acknowledge
276Inspired by A. McCoshan, Dublin City University (2021 stakeholder consultation discussion) and Machumu, H.J. and
Zhu, C. (2019) Ch.2 - Building a Conceptual Relational Model Among Blended Learning Aspects in K-20 Education,
Emerging Techniques and Applications for Blended Learning in K-20 Classrooms, ed. Kyei-Blankson, Lydia, Ntuli,
Esther, Nur-Awaleh, Mohamed A. IGI Global.
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evidence from the local level and appreciate what is possible based on any new competences and
relationships that have been developed by schools and educators.
4.1.2 Developing a legal basis for enabling and supporting blended learning
Legal frameworks set out expectations and principles for school education and create a,
potentially flexible, structure - a “frame” – for the governing authorities (local authorities, school
board, and school leadership team) carry out the necessary actions and other specific measures,
in the most appropriate way.
As blended learning may be a significant change in practice for school communities, legislation
may be a pre-requisite for enabling change to happen but should also be viewed as positive
support and offering protection for all stakeholders.
A legal framework might, therefore, be considered useful for:
i. Authorising the use of blended learning as part of “school” education and formally
valuing it for both primary and secondary education;
ii. Establishing clear expectations for all schools that gives confidence to the community
and system of guaranteeing the same core provision to all educators and learners;
iii. Recognising the evidence base for blended learning guidelines and expectations (e.g.
recent national or international research; pilot projects; planned review process for future
development);
iv. Describing how curricula and assessment may be approached or adjusted to function
effectively through both school site and distance learning;
v. Setting guidelines for school organisation (for example, the division of responsibility
between school site and other environments; the use of Learning Management Systems
and other resources; minimum or maximum hours/days of distance learning per semester)
whilst being flexible and encouraging innovation of practice;
vi. Requiring that teachers and school leaders have access to high quality professional
development and other support for blended learning; formally establishing collaborative
peer learning networks, and adapting Initial Teacher Education and teacher competence
frameworks, if appropriate;
vii. Defining related legal requirements that support blended learning to be effective (e.g.
availability of support in the community; expectations for home environment; access to
meals; setting boundaries or guidelines for private and non-profit providers; formal
agreements with cultural organisations and broadcast media);
viii. Identifying the necessary adaptation of established quality assurance processes;
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ix. Ensure that expectations for blended learning in school education are coherent with
existing frameworks at other education levels (VET, Higher Education and Adult
Learning).
Legislation should be transparent about the roles and relationships between different
stakeholders. Ministries, education authorities, training providers, school leadership, and the
various policies and frameworks may be in a position of power or authority in the process.
However, change is not possible without - and may in fact be initiated by - the teachers and their
self-development and collaboration. Pupils play an equal part in enabling blended learning to
function as an approach as it also depends on their own capacity to actively participate as
individuals and groups in a spirit of creativity and inquiry.
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Frameworks can guide professional development and curricula by defining competences. They
can also guide organisational practice by defining strategies or quality standards. Whilst Member
States are likely to have their own frameworks, this section describes the various EU frameworks
that exist and that could be used as a reference for developing a framework at a national level for
a blended learning approach.
Figure 30: Schematic View of European Commission’s Digital Competence Framework for Citizens.
277 https://ec.europa.eu/social/BlobServlet?docId=15688&langId=en
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The current version is labelled DigComp 2.1 and it focuses on expanding the initial three
proficiency levels to a more fine-grained eight level description as well as providing examples of
use for these eight levels. Its aim is to support stakeholders with the further implementation of
DigComp278. It has been the basis for the development of a Digital competence framework for
educators (DigCompEdu), for educational organisations (DigCompOrg), and consumers
(DigCompConsumers).
As evidenced in the OECD Learning Compass 2030279 and many of the other frameworks,
digital technology pervades many aspect of the education system, in both formal and non-
formal learning. As such, the European Commission’s DigCompOrg framework280 aims to
support a change in teaching and learning by enhancing the organisations’ capacity for
innovation and to best integrate and utilise digital tools. This approach can add value through its
promotion of transparency, comparability and peer-learning.
278 The framework is currently under review and a new version is planned for release in the course of 2021.
279 https://www.oecd.org/education/2030-project/teaching-and-learning/learning/
280 https://ec.europa.eu/jrc/en/digcomporg/framework
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The European Framework for the Digital Competence of Educators281 addresses the key
digital competences an educator should have, as a professional in his/her professional context, as
well as a facilitator for the development of the learners’ digital competence. The framework
describes the educators’ digital competences under 6 areas: professional engagement, teaching
and learning, assessment, digital resources, empowering learners and facilitating learners’ digital
competence.
The importance of DigCompEdu282 in the context of teacher professional development is that it
describes a spectrum of digital engagement, ability, and confidence. Not all educators can be
expected to be highly competent in all areas and using such a framework for self-evaluation can
help individuals and institutions plan their development and training needs. For this purpose, the
DigCompEdu also includes a progression model.
281
https://ec.europa.eu/jrc/digcompedu
282https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/european-framework-digital-
competence-educators-digcompedu
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Figure 32: Schematic view of European Commission’s Digital Competence Framework for Educators
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framework for Personal, Social and Learning to Learn key competence - is a recognition that this
key competence is inextricably linked to – and enables - the other eight key competences.283
LifeComp is made up of three intertwined competence areas: ‘Personal’, ‘Social’, and ‘Learning
to Learn’. Each area includes three sub-competences: Self-regulation, Flexibility, Wellbeing
(Personal Area), Empathy, Communication, Collaboration (Social Area), Growth mind-set,
Critical thinking, and Managing learning (Learning to learn Area). Each sub-competence has, in
turn, three descriptors which generally correspond to the ‘awareness, understanding, action’
model.
These are not to be understood as a hierarchy of different levels of relevance, whereby some are
prerequisites for others. Rather, all of them are to be considered complementary and necessary.
As discussed in Chapters 2 and 3, these competence areas are a pre-condition for, and can be
further developed within, learning within a blended learning approach.
Figure 34: Framework for the Personal, Social & Learning to Learn Key Competence (LifeComp)
283https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/lifecomp-european-framework-
personal-social-and-learning-learn-key-competence
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This section outlines the European Commission tools that already exist to offer direct support to
different education stakeholders.
II. Professional development through mobility activities: a period spent in another school
abroad or in a training course enables teachers and school leaders to develop their
competences. Mobility activities are a means to address individual training needs in
specific areas such as digital skills, necessary for organising blended learning.
III. Blended mobility: The Erasmus+ programme supports blended mobility, which is the
combination of physical mobility of teachers or learners with a virtual component
facilitating collaborative online learning exchange (for example through eTwinning - see
below). Blended mobility makes an additional contribution to improving digital
competence due to the online element. The next programme will strengthen and further
encourage the use of virtual cooperation to complement physical mobility.
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eTwinning285 is the community for schools in Europe, offering teachers and school staff a safe
platform for collaboration and professional development free of charge. Teachers from 34
Erasmus+ programme countries and 10 Erasmus+ partner countries are able to develop projects
and take part in thematic discussion groups, webinars and other learning events, both online and
on-site. Due to its range of online tools and services, eTwinning is well-placed to support a
blended learning approach.
In the "eTwinning Live" restricted area, teachers can search for other registered eTwinners and
schools, connect with them and follow their activities. Teachers can access all of the online and
on-site events created by eTwinners, and can also create their own. Teachers can create their own
projects and activities on different topics by collaborating with two or more teachers and their
students. In the "TwinSpace", visible only to those participating in a specific project, teacher and
students can meet and collaborate with peers from their partner schools.
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The online European Toolkit for Schools287 offers concrete ideas for improving collaboration
within, between and beyond schools with a view to enabling all children and young people to
succeed in school. School leaders, teachers, parents and other people involved in different
aspects of school life can find helpful information, examples of measures and resource material
to inspire their efforts in providing inclusive school education.
The Toolkit features a self-assessment questionnaire288 to help schools evaluate their current
capacity and identify areas for improvement and contains a variety of resources, ranging from
research studies, project reports, to specific examples of school practices, describing how each
measure was successfully implemented. It has a particular focus on measures to prevent Early
School Leaving, which can have a broader application to improving the school climate and
community.
287 https://www.schooleducationgateway.eu/en/pub/resources/toolkitsforschools.htm
288 https://www.schooleducationgateway.eu/en/pub/resources/toolkitsforschools/self-assessment.htm
289 https://ec.europa.eu/education/schools-go-digital_en
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As part of the new Digital Education Action Plan 2021-2027, more features are planned for the
tool regarding online and blended learning.
In the September 2020 release of the tool, following consultation with experts and schools, a
number of questions for students were added on home learning290 for example:
Do students have an appropriate space for study?
Can they use the digital tools and apps needed for learning?
What do they do if they need technical help?
Further questions were added on resilience and student autonomy:
Are students learning to handle challenges and difficulties they face in remote learning?
How do they manage their time and structure learning?
Any school using the tool can create up to 10 questions of their own. In the case of a blended
learning strategy this could include additional questions on local community partnerships or
student well-being.
A new tool, SELFIE for Teachers291, aims to support educators’ leadership competence as well
their role as innovation and change agents in their school. Through their self-reflection on their
digital skills, teachers can identify their strengths and gaps to further develop their digital
competence, including blended learning approaches. Through, the tool proficiency levels,
educators are prompted to a progression from awareness to exploration, integration to expertise
and leadership to innovation. Educators’ proficiency is also extending from teacher’s individual
capacity to the school collective capacity, contributing to the school collaborative learning
culture. Moreover, educators’ proficiency, is progressing from everyday blended learning
practices to strategy practices on school level and beyond, enabling educators as change agents
in their school community.
SELFIE for Work-Based Learning (WBL) was piloted between September and December
2020 involving around 35,000 participants from around 150 VET schools and 300 companies in
9 countries (Germany, France, Hungary, Poland, Romania, Georgia, Montenegro, Republic of
Serbia, Turkey). This was undertaken by the Joint Research Centre in partnership with EfVET
and the European Training Foundation and national coordinators in each country. Responses
gathered so far show that many schools also intend to use SELFIE WBL once it is officially
released. After further improvements, SELFIE WBL is planned to be available by mid-2021.
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The European Week of Sport was launched in 2015 to build awareness of how important an
active lifestyle is for everyone.292 The European School Sports Day293 aims to: raise the profile
of physical education (PE) and sport in schools; create fun and enjoyment through physical
activity for young people; promote health and wellbeing for lifelong learning; encourage social
inclusion and develop social competence amongst students; and connect schools across other
European countries. The event is supported by co-ordinators and a website where schools can
access resources and connect with other schools.
Following the 2017 Tartu Call for a Healthy Lifestyle294, the new initiative,
“HealthyLifestyle4All” will be launched in 2021 and will focus on the promotion of sport,
physical activity and healthy diets. The campaign will invite Member States, regional and local
governments, and civil society representatives to work together.
content/EN/TXT/?uri=CELEX%3A32021G0226%2801%29
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and analyses, web-based cooperation and, where appropriate, with the involvement of relevant
stakeholders.”
The European Commission’s Education and Training Monitor296 gathers a wide range of
evidence to indicate the evolution of national education and training systems across the European
Union. The report measures countries’ progress towards agreed targets and European
cooperation in education and training. It also provides insights into measures taken to address
education-related issues as part of the European Semester process.297 The Monitor offers
suggestions for policy reforms that can help to make national education and training systems
more responsive to societal and labour market needs. Furthermore, the report helps to identify
where EU funding for education, training and skills should be targeted through the EU's next
long-term budget, the Multiannual Financial Framework. The Monitor comprises a cross-country
comparison and 27 in-depth country reports.
As part of the Digital Education Action Plan 2021-2027, a new European Digital Education
Hub is proposed, in order to link national and regional digital education initiatives and actors;
and support cross-sector collaboration and new models for exchange of digital learning content,
addressing issues such as common standards, interoperability, accessibility and quality-
assurance. This may also be a useful vehicle for the monitoring and evaluation of specific digital
elements of blended learning.298
Erasmus+299 is the EU's programme to support education, training, youth and sport. It has a
budget of €26.526 billion, compared with €14.9 billion for 2014-2020. This will be
complemented by about €2.2 billion from the EU’s external instruments. It will provide
opportunities for millions of participants to study, train, gain experience, and volunteer abroad.
In addition to offering grants, Erasmus+ also supports teaching, research, networking and policy
debate on EU topics.
296 https://ec.europa.eu/education/policy/strategic-framework/et-monitor_en
297The European Semester provides a framework for the coordination of economic policies across the European
Union. It allows EU countries to discuss their economic and budget plans and monitor progress at specific times
throughout the year. https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-
coordination/eu-economic-governance-monitoring-prevention-correction/european-semester_en
298Further information will be available at https://ec.europa.eu/education/education-in-the-eu/digital-education-action-
plan_en
299 https://ec.europa.eu/programmes/erasmus-plus/node_en
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In 2018 the Commission proposed an ambitious research and innovation programme - Horizon
Europe300 - to succeed Horizon 2020. It has a budget of €95.5 billion to tackle climate change
and help to achieve the UN’s Sustainable Development Goals, and to boost the EU’s
competitiveness and growth. The programme facilitates collaboration and strengthens the impact
of research and innovation in developing, supporting and implementing EU policies while
tackling global challenges. It supports the creation and better dispersing of excellent knowledge
and technologies.
The Recovery and Resilience Facility301 will make €672.5 billion in loans and grants available
to support reforms and investments undertaken by Member States. The aim is to mitigate the
economic and social impact of the coronavirus pandemic and make European economies and
societies more sustainable, resilient and better prepared for the challenges and opportunities of
the green and digital transitions. Member States will prepare recovery and resilience plans that
set out a coherent package of reforms and public investment projects. To benefit from the
support of the Facility, these reforms and investments should be implemented by 2026.
The European Social Fund (ESF)302 is Europe’s main instrument (EUR 98 billion in current
prices, complemented by EUR 0.54 billion to be directly managed by the Commission) for
supporting jobs, helping people get better jobs and ensuring fairer job opportunities for all EU
citizens. It works by investing in Europe’s human capital – its workers, its young people and all
those seeking a job. There is a great variety in the nature, size and aims of ESF projects, and they
address a wide variety of target groups. There are projects aimed at education systems, teachers
and schoolchildren; at young and older job-seekers; and at potential entrepreneurs from all
backgrounds. People are the focus of the ESF.
The European Regional Development Fund (ERDF)303 invests in education infrastructure and
equipment and creates incentives for educational reforms in the Member States. Nearly EUR 7
billion of ERDF resources have been invested in education, training and lifelong learning in the
2014-2020 programming period. This includes mainly infrastructure support, for example for
early childhood education and care, primary and general secondary education, and vocational
and adult education, but also e-learning equipment. This type of support will continue in the
2021-2027 period, with an ERDF specific objective aiming at improving equal access to
inclusive and quality services in education, training and lifelong learning through developing
accessible infrastructure, including by fostering resilience for distance and on-line education and
training. In this context, ERDF could support, for example, school and out-of-school
infrastructure and/or equipment to build inclusive and quality education and training, including
through the provision of accessible remote learning opportunities. It could also be used for
providing conditions for digital education, including access to internet, purchase of digital
equipment and e-learning applications and platforms for schools, with a particular attention to
300 https://ec.europa.eu/info/horizon-europe_en
301 https://ec.europa.eu/info/business-economy-euro/recovery-coronavirus/recovery-and-resilience-facility_en
302 https://ec.europa.eu/esf/home.jsp?langId=en
303 https://ec.europa.eu/regional_policy/index_en.cfm
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marginalized students, including those living in rural and remote areas including the outermost
regions and island communities.
The Technical Support Instrument (TSI)304 is the EU programme (€864 million for the period
2021-2027) on the basis of which the Commission provides tailor-made technical expertise to
EU Member States to design and implement reforms. The support is demand driven and does not
require co-financing from Member States. It is an important pillar of the EU’s initiative to help
Member States recover from the COVID-19 crisis in a way that embraces the digital
transformation. The Commission stands ready to provide Member States expert support for
reforms in digital education, reskilling and upskilling educators, including through cross-country
technical support projects, whenever Member States deem it suitable. The TSI enables Member
States to enhance the structural transformation of their education systems so that education
systems adapt and thrive The Commission is already supporting a number of Member States to
enhance the digitalisation of their education system, including through national curriculum
reforms, educational media strategies, the digital transition of schools and reforms of teacher
education.
304https://ec.europa.eu/info/funding-tenders/funding-opportunities/funding-programmes/overview-funding-
programmes/technical-support-instrument-tsi_en
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EN
Image on pixabay.com
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305 The distance learning environment may include: the home; public libraries, museums and galleries; farms, factories, and
other places of work; parks, forests and waterways; hospitals (in the case of sick or injured children), or sports centres and film
studios (in the case of children on professional contracts).
306 Online learning is defined as that which takes place with the use of digital technology to connect different devices and to
facilitate an interaction between the learner and: other learners; learning programmes; and other content as sources of
information. Digital learning tools do not always need to be connected to the Internet and can include: smart boards and
projectors for collaboration in classrooms; mobile devices and laptops with applications for designing, exploring and sharing
work; television and radio for following recorded programmes; and Augmented Reality and Virtual Reality tools and application
for enhanced interactivity.
Other tools include: scientific equipment, sports equipment, craft tools, realia (objects found and used in everyday life),
published texts, and writing and visual arts tools.
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In a blended learning approach, all environments that are an effective shared space for learning
are given equal importance and consideration, in order to make the most of the opportunity for
interaction between pupils, between staff, and between pupils and staff.
Blended learning strongly relies on the capacity of teachers and learners to be able to use and
adapt the environments and tools as appropriate to the learning task and desired learning goal.
Specifically, teachers and learners need to be able to:
- Work confidently and competently with peers and independently when necessary;
- Manage the learning process for oneself or on behalf of others;
- Be familiar with, and safe within, a range of environments and tools;
- Communicate ideas and ask for assistance when needed, either in person or via
communication tools;
- Trust and collaborate with others in the wider school community, for example cultural
professionals or work-place mentors;
- Carry a sense of learning and development across a number of different occasions,
recognising how one has developed and where to progress next.
A blended learning approach can be applied at the micro level – designed as a learning process
with a group of learners - , the meso level - a strategic approach by a school to facilitate blending
learning -, and the macro level – embedded as a system-wide approach.
Policy measures
1) Equal right of all learners:
Systems need to support the right of all leaners to quality and inclusive school education, and
ensure opportunities for all learners to develop a broad range of key competences, irrespective of
their circumstances and according to their learning needs.
This ongoing challenge of inclusion was heightened by pandemic restrictions that prevented
access to a variety of environments and tools and narrowed the scope of school education for all
learners.
Whilst blended learning has many benefits, there is a challenge to provide sufficient targeted
support to learners who may still be disadvantaged whilst learning in different environments and
with different tools.
Good practice:
a) Promoting and reinforcing the blending of school site and distance learning
environments in order to create more flexibility and appropriate conditions for
learning.
b) Supporting the development and embedding of different tools for learning,
including digital tools where appropriate, in order to provide opportunities for
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2) System-wide approach:
Blended learning requires a system-wide approach to be inclusive, effective and engaging for all
learners, and to keep pace with economic and social changes. This is a problem for education
systems as they can be isolated from other sectors.
Developing an effective blended learning approach for a whole education system requires input
from a range of stakeholders in order to generate useful feedback and ideas for future
development or policy reform.
Different elements of the education system can also be isolated from each other, whereas they
must work in synergy, with no one element left unsupported. This became obvious during the
pandemic by the gaps that appeared and grew, and by the increased stress suffered by teachers
and school leaders, pupils, and their families. Not restricted to the pandemic, change without
dialogue and engagement has faced resistance and lack of implementation.
Good practice:
a) Supporting collaboration on educational challenges between a wide range of cross-
sectoral stakeholders, including teachers and school leaders, and engage them in
system development processes regarding blended learning.
b) Encouraging schools to collaborate more closely with local community stakeholders
in order to ensure the continuity and improvement of learning in school site and
distance learning environments and with different tools.
c) Recognising and valuing school leaders and teachers as the key “change makers”,
and providing them with enhanced support to develop their practice in a blended
learning approach and address local-level challenges in the most appropriate way.
d) Acknowledging the expertise of some schools and organisations with extensive
experience in blended learning, including schools in rural and remote areas, and
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3) Supporting educators:
Educational staff need help to design for blended learning design as appropriate to their learning
context. They need help to be competent in facilitating learning with a range of indoor and
outdoor environments, tools and tasks.
One size does not fit all. Education staff need to be able to learn from others and then develop
their own blended learning approach in their specific contexts. The development of innovative
approaches should be guided by – and provide further - robust evidence of improving inclusion
and broad competence development. Teachers can benefit from partnerships with external
learning facilitators to mutually develop their practices.
Good practice:
a) Providing access to centres of expertise, and to appropriate resources that guide
pedagogical design.
b) Embedding blended learning design in statutory Initial Teacher Education and
Continued Professional Development programmes.
c) Facilitating staff exchanges and peer learning, networks, collaboration projects, and
communities of practice on blended learning to improve pedagogical practice.
d) Encouraging teacher participation in exploratory projects or scientific research as
part of school and professional development, for example: testing the use of tasks in
other learning environments and testing different ways of using of digital technology
to support learning.
4) Collaboration:
Blended learning depends greatly on the effective collaboration within schools and between
schools and the wider community. In the pandemic, educational staff were cut off from other
local stakeholders and need increased efforts to repair the gaps and collaborate better in the
future.
Diverse environments may be particularly lacking in socio-economically deprived areas or due to
geographical location. Teachers and learners are then placed at a disadvantage in competence
development compared to other schools.
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Blended learning can support those who are part of traveller communities; young carers; those
with health issues or residing in hospitals and care centres; those engaged in high-performance
training; and those in long periods of vocational training or paid work. The challenge is that
intermediaries are often needed to liaise between schools and families/children.
Good practice in school education:
a) Supporting teachers and school leaders to work effectively with local employers and
work-place trainers, cultural practitioners, and social partners (including in health,
welfare, youth, migration).
b) Improving parents’ and families’ understanding of learning environments, tools and
tasks via system and/or the school communication and guidance.
c) Supporting effective partnerships for infrastructure and resources between
different education providers, including from business, arts, cultural heritage, sport,
nature, higher education, and research institutes.
d) Supporting school and system collaboration with private organisations or public
agencies that provide or oversee school-level education for young people who cannot
attend the school site on a full-time basis.
5) Access:
Even before the pandemic, some schools, teachers and learners were reported to have limited
access to different learning tools: digital devices including smart white boards and projectors;
equipment for practical science investigations; arts and crafts materials; musical instruments;
sports equipment for different games; and simple electronics and construction tools.
Learners need a range of tools to develop a broad range of competences, including different
modes of investigation and expression. They will have had limited access for over a year or may
have had limited access their entire school career.
Good practice:
a) Invest in a range of learning tools that enhances both theoretical and practical
knowledge and understanding.
b) Provide guidance to schools and professionals as to how such tools can be used
across the curriculum.
6) Well-being:
School site closures increased the belief in the need of the school as a community for leaner
mental health and emotional well-being. Reduced contact and exchange had a negative impact on
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the mental health and well-being of learners, teachers and families. Furthermore, “learning
together” and a “sense of belonging” is an important experience that supports competence
development and was reduced during the pandemic. The challenge is to rediscover and further
promote social learning. Stakeholders call for supporting a school culture that promotes
emotional well-being and a healthy lifestyle.
The pandemic revealed that many learners were unprepared to manage their own learning. On
the other hand, there were reports that teachers and pupils discovered and benefitted from new
ways to learn, independently and collaboratively, and the challenge is to build on this positive
change and address any low levels of capacity.
An effective blended learning approach requires both collaborative and independent learning,
adapted to the age and capacity of students. Blended learning also further develops these
capacities through experience.
Good practice:
a) Encouraging schools to provide adequate opportunities for social learning in
different environments and with different tools in order to enhance learner well-
being.
b) Including student well-being in school objectives, monitoring and quality assurance
processes; developing guidance material on supporting mental health and wellbeing
at schools;
c) Assigning dedicated staff to supporting student and teacher well-being and
facilitating access to qualified mental-health professionals.
d) Providing support to learners to develop their Personal, Social and Learning to
Learn competence (one of the eight Key Competences for Lifelong Learning) which
can enhance the ability of pupils of different ages to learn in different contexts.
e) Ensuring that all schools and learners have access to well-functioning indoor and
outdoor spaces and equipment for physical education (motor skills tasks, games,
sports, dance) to be blended with other learning tasks.
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is not just Initial VET learners that would benefit from software such as AR and VR to simulate
real-world scenarios, but all school pupils.
Good practice:
a) Systems developing a comprehensive national digital learning strategy for school
education, which includes supporting the development of teacher and learner digital
competence.
b) Complementing the strategy by the use of self-assessment tools, such as the SELFIE
tools for schools and teachers or participation in EU initiatives such as Code Week
and the Digital Education Hackathon.
c) Including guidance or investment in effective Learning Management Systems that
support communication and organisation during the learning process in such a
national strategy.
d) Ensuring equitable access to digital tools and software that are safe and effective for
online learning, and that provide appropriate data protection.
e) Investing in high-speed internet connectivity of school site and distance learning
environments.
f) Investing in digital tools, notably in affordable Augmented and Virtual Reality
software and hardware, that can simulate real-world scenarios, and other tools such
as ePortfolios.
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c) Developing new approaches to assessment and final examinations with suitable tools
for formative and summative assessment, that are appropriate for different levels of
school education and equally valid for school site and distance learning settings.
d) Making better use of digital technology for different types of assessment.
10) Monitoring:
Supporting positive change across the system also requires a regular generation of data that can
contribute to the ongoing monitoring of blended learning practices and new developments across
the system.
The great concern in the pandemic was an inability to generate data and robust analyses that
could inform decision-making. School evaluations and inspectorates were not set up to
appropriately support positive change, although a small number of systems are known to have
addressed this.
Good practice:
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