Building Long-Term Digital Learning

 From Emergency to Endurance

When schools shut down during COVID-19, teachers and students had to quickly switch to remote learning. At first, it was just about getting through the emergency. But now, we have a chance to build something better—strong systems that support learning anytime, anywhere.

In this post, I’m sharing three key things schools need to focus on: technology access, teacher support, and flexibility. These ideas connect to chapters 10–12 in Teaching and Learning at a Distance by Simonson and Zvacek (2024) and are backed by helpful tools and reports from CoSN, SETDA, and ClassLink. 

Watch the video below to hear a 10-year-old student share their experience during the sudden shift to remote learning when schools closed due to COVID-19.

1. Make Sure Everyone Has the Tech They Need

The first step in making distance learning work is ensuring every student has a working device, internet access, and a simple way to log in to their classes, like using Canvas or Schoology.

Simonson and Zvacek discuss the importance of having the right technology in place. CoSN, SETDA, and ClassLink also created a rubric to help schools assess their readiness. The rubric highlights things like ensuring every student has a device, broadband access, and good cybersecurity.

In my school, this could mean running a tech survey, handing out devices and hotspots, and making sure everyone knows how to log in and stay connected.

2. Train and Support Teachers

Having the tools isn’t enough teachers need training and support to use them well. Simonson and Zvacek point out that how well teachers are prepared makes a big difference in how distance learning works.

ClassLink’s guide and SETDA’s resources both say schools should be “ready all the time,” and that means offering regular training. Teachers need more than just tech skills—they need help with online engagement, communication, and assessment.

At my school, this might look like having regular PD days focused on digital teaching, short online training videos, and peer-led sessions where teachers help each other learn new tools.

3. Stay Flexible and Keep Improving

Remote learning isn’t something you set up once and forget. It has to grow and change based on what’s working and what’s not. Simonson and Zvacek talk about building flexible systems and using data to guide decisions.

ClassLink says that learning continuity depends on how well a district can adjust and improve over time. SETDA also says schools should use tools like surveys, feedback loops, and mastery-based learning to meet student needs.

Where I work, I can help by collecting feedback from students, families, and staff. This could be through simple online surveys or student discussion groups. Listening to the people who are experiencing remote learning helps us make it better.

What began as an emergency has turned into an opportunity to build something lasting. By focusing on access, support, and flexibility, we can develop a digital learning system that works for all learners. The tools and strategies from Simonson and Zvacek, along with guidance from CoSN, SETDA, and ClassLink, provide a strong foundation for this work. Now is the time to make learning more resilient, engaging, and prepared for the future.

Below is a simple checklist you can use to guide your school or district in getting ready for remote learning, whether it's planned or unexpected.

Area	What to Check	Yes	Almost	Not Yet
Tech access	Devices for every student	☐	☐	☐
	Reliable Wi‑Fi or hotspot availability	☐	☐	☐
	Working LMS (Canvas, Schoology, etc.)	☐	☐	☐
Teacher support	PD days focused on online teaching	☐	☐	☐
	Bite-size online training modules	☐	☐	☐
	Peer mentoring and coaching	☐	☐	☐
Flexibility & feedback	Regular student/parent surveys	☐	☐	☐
	Focus groups or student voice forums	☐	☐	☐
	Quick review of data & changes based on feedback	☐	☐	☐

References

ClassLink. (2020). Learning Continuity Guidebook. https://www.classlink.com/guidebook

SETDA. (2020). Continuing Instruction in the Face of Disruption: Planning and Preparing for Future Scenarios. https://www.setda.org/publications

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.

CoSN, ClassLink, & SETDA. (2020). Back to School Instructional Program and Technology Strategy Rubric v2.0. https://www.cosn.org/backtoschool

Self-Regulated Learning: A Blueprint for Success in Distance Education

 Learning to Learn: Why Self-Regulation Matters in Online Education

When it comes to doing well in school, it’s not just about being smart or outgoing. What really helps students succeed—especially in online or distance learning—is learning how to manage themselves. This is called self-regulated learning.

What is Self-Regulated Learning?

Self-regulated learning means being in charge of your own learning. It’s how students set goals, stay focused, use good study habits, and keep track of how they’re doing.

Psychologist Barry Zimmerman (2002) explained it like this: it’s a way for students to turn their thinking skills into real school success.

Self-regulated learners:

• Know how they learn best
• Make a schedule and stick to it
• Set learning goals
• Try different strategies if something doesn’t work
• Check their progress and reflect on what they’ve learned

These skills help students stay on track, especially when no one is watching over their shoulder.

Why Are These Skills So Important in Online Learning?

In a regular classroom, teachers give directions, reminders, and daily routines. But online learning is different. Students have to take more control over their time and work. That’s why self-regulated learning is so important.

Studies show that students who can manage their time, stay motivated, and take charge of their learning do better in online classes (Broadbent & Poon, 2015; Firat, 2022).

One study created a checklist called the Online Learning Readiness Scale. It measured things like:

• Being able to work on your own
• Staying motivated
• Feeling confident using a computer
• Asking questions and talking online (Hung et al., 2010)

What Do Real Online Students Say?

In a study of over 500 online college students, the most common advice for new learners was this: learn to manage your time (Venable, 2020). That was the one skill students said helped them the most—and the one they wished their school had helped them learn better.

 Top Skills for Success:

• Time management
• Staying focused
• Taking initiative
• Being confident
• Not giving up easily

What COVID-19 Taught Us About Learning

When schools closed during the pandemic, many students had to learn at home for the first time. They had to organize their day, finish schoolwork on their own, and balance life with family and friends.

Even though it was hard, this experience helped students get a taste of what learning in college—or online—can be like (Brenner et al., 2022).

Get Ready for the Future: Build Your Learning Skills Now

Moving from high school to college or an online program can be a big change. But you can prepare by building your self-regulation “toolkit” now.

 Tips for Students:

• Use a calendar or app to plan your time
• Set small, clear goals
• Take breaks and check your progress
• Ask for help when you need it

 Tips for Teachers:

• Teach students how to plan and reflect
• Talk about learning strategies in class
• Show students how to manage time and avoid distractions

Self-regulated learning isn’t something you're born with—it’s something you can learn. And it makes a big difference, especially when learning online. When students know how to take charge of their learning, they’re not just ready for school—they’re ready for life.

What the Experts Say

In their book Teaching and Learning at a Distance (8th ed.), Simonson, Zvacek, and Schlosser (2023) explain that successful distance education is about more than just delivering content. It also involves helping students become independent, self-regulated learners who can take charge of their learning process.

This means schools and instructors should focus on giving students the tools to manage their time, stay motivated, and build good learning habits—skills that are just as important as the lessons themselves.

My Personal Experience

When I started graduate school, I quickly realized that self-regulated learning wasn’t optional—it was essential. I had to learn how to plan my time, set goals, and stay focused on my own. Balancing school with work and family responsibilities made it even more challenging.

Even now, self-regulation doesn’t come easily every day. But I’ve learned that small steps—like using a planner, setting priorities, and giving myself grace when things don’t go as planned—make a big difference. Learning to self-regulate is a skill that grows with practice.

References

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning in online classes. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007

Brenner, C., Stearns, L., Kalvin, C., & Ramsay, J. (2022). How students handled learning during COVID. Journal of Online Learning Research, 8(1), 55–68.

Firat, M. (2022). How learning strategies affect staying in online school. Open Learning, 37(3), 262–277. https://doi.org/10.1080/02680513.2021.1934470

Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). What makes students ready for online learning? Computers & Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004

Simonson, M., Zvacek, S., & Schlosser, C. (2023). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.

Learning Beyond the Screen: Lessons from Distance Education

When schools and programs shifted to online learning during the COVID-19 pandemic, we all got a closer look at what distance education really means—both the good parts and the not-so-good ones. Thinking back on my experiences as both a teacher and a student, I’ve had moments where online learning worked and others where it needed improvement. Based on what I learned from Teaching and Learning at a Distance by Simonson, Zvacek, and Smaldino (2023), here’s a look at one strong experience and one that could have been better, plus a few takeaways on how to make future online learning better. 

A Positive Distance Learning Experience: Structure + Support = Success

One of my best online learning experiences was a graduate-level course that combined clear instructions with helpful teacher support. Each week had a well-organized module, and the expectations were easy to understand. The teacher stayed active in the course by posting updates, responding in discussions, and giving quick feedback. Simonson et al. (2023) explain that these are key parts of good online teaching. The goal isn't to copy what happens in a classroom but to make sure students are getting the same quality of learning, even if the format is different (p. 40). This course also had a mix of self-paced work and live check-ins, which helped build a strong sense of community—something that’s very important in distance education (Simonson et al., 2023, p. 51).

Research also supports this. When teachers use different ways to keep students engaged, students are more likely to enjoy the class and do well (Martin & Bolliger, 2018). This course was a great example of that.

A Distance Learning Experience That Needed Work

On the other hand, I once had to complete an online training that felt boring and disconnected. It mostly included videos and short quizzes, with no real interaction or feedback. There was no sense of community, and it felt easy to lose interest. Simonson et al. (2023) talk about something called the Interaction Equivalency Theorem, which says that learning happens best when at least one kind of interaction is strong—between students and the teacher, students and each other, or students and the content (p. 47). This training didn’t offer any of that.

How It Could Be Better

To improve that kind of course, I would suggest:

• Teacher Communication: Simple weekly updates or question sessions would help students feel more connected.
• Active Learning: Students could share their thoughts or apply what they learned through small projects or discussions instead of just watching videos.
• Build Community: Adding a group project or a message board could help students feel like they’re not alone.

Martin and Bolliger (2018) found that strong teacher presence, good conversations, and fast responses help students feel more engaged. With those changes, this training could have been much more effective and enjoyable.

How the Basics of Distance Learning Can Help

Chapters 1–4 of Teaching and Learning at a Distance remind us that successful online learning doesn’t just happen—it has to be planned carefully. Simonson et al. (2023) explain that classic learning theories like behaviorism and constructivism still matter, but they need to be used in ways that fit online settings (p. 27). For example, giving students real-world problems to solve or letting them work together online helps make the learning more meaningful.

Moore’s theory of transactional distance also reminds us that there needs to be a balance between structure and conversation (Simonson et al., 2023, p. 32). If there’s too much structure and not enough interaction, students can feel disconnected.

Distance learning can be powerful when done right. It’s not just about putting lessons online—it’s about thinking differently and making sure students are supported, engaged, and connected. The more we learn from what works (and what doesn’t), the better we can make the online learning experience for everyone.

                                                                           References

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092

Simonson, M., Zvacek, S., & Smaldino, S. (2023). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.