Simulteaching stresses teachers and isn’t great for students either

A recurring theme of DLC blog posts, and elsewhere, is that pandemic-induced remote learning typically uses different methods than online learning as practiced by experienced online schools and course providers. In particular, we have noted the extent to which synchronous video is frequently used during remote learning, while online schools and courses tend to rely primarily on asynchronous tools.

Another common aspect of COVID instructional practice has been teachers instructing some students face-to-face in a classroom, while at the same time also instructing students who are joining remotely from home. We have not seen data on how common this is, but given how often we hear about this approach, we’ve decided it deserves a name: simulteaching.

(A very quick Google search demonstrates that we’re not the first to come up with this term, which has been used at least as far back as 1992. It was used in the context of what was then called interactive television, which for the kids among our readers--anyone under age 50—is like a TV version of the Internet.)

We’ve not seen much media and policy attention to this type of teaching, however, which is why a recent Washington Post article is notable. “More teachers are asked to double up, instructing kids at school and at home simultaneously” describes one teacher’s routine as follows:

“With third grade back in the building, Meghan Foster was teaching math one recent morning to two classes at once: 14 students who filled her classroom on Maryland’s Eastern Shore and another six children logging in from laptops at home.

To make it work, the veteran teacher from Caroline County used a desktop computer, a laptop and a document camera, adjusting for glitches as she went along. She strove to meld the in-person with the virtual, to strike a balance between children who are near and far.”

The article goes on to suggest that supporters of this approach:

“say it reduces staffing problems, minimizes disruption by keeping children with the same teachers and allows for a relatively seamless reversion to total distance learning, if a class or school sees an outbreak of the coronavirus.”

Some of that may be true. But we believe the challenge of connecting with some people—students or otherwise—face-to-face while others are at a distance is extremely difficult. We’re not the only ones who think this way:

“It is not humanly possible to engage kids in person and online at the same time with the attention that is needed,” said Randi Weingarten, president of the American Federation of Teachers. “Teachers are very, very, very frustrated by this.”

Granted, teachers unions have had much to say about the negative aspects of teaching during the pandemic. But we agree with this quote 100%, in that not only is simulteaching extremely difficult, but it also appears that the degree of difficulty is under-appreciated.

Part of our appreciation for this challenge comes from having been involved in meetings, and now DLAC planning, which attempt to engage some people onsite and some people online, at the same time. It’s very hard and we always plan to have multiple people involved, so that one person can focus on each audience. For DLAC we are planning to have A/V support that will cost hundreds of dollars per day per room—obviously far more than schools can pay. We are also going to have moderators in each room being live streamed, creating a connection between onsite and online attendees which is difficult for a single presenter—or teacher—to create.

An additional challenge is in the hardware and software needed to implement this approach well. Arizona State University has also been offering a version of simulteaching, which it calls ASU Sync. Here’s a description of technology available in what ASU calls the “Zoom enhanced classroom”:

“Two full high-definition (1080p) cameras featuring full pan, tilt, and zoom controls from a touch screen. One camera focused on the instructor, one focused on the student seating area. One-touch camera control presets for the lectern and whiteboard areas.

Complete room audio coverage with multiple intelligent, steerable microphone arrays (some consisting of 100 microphones within a 2’ diameter housing) to capture instructors and students. Larger classrooms will be equipped with additional wireless lavalier microphones to enhance audio quality.

Digital whiteboarding - A 24” touch display and stylus will provide a digital, writable surface that can be shared into Zoom for remote participants and in-room students to view simultaneously.”

That is the best of three options that ASU has for its sync classrooms, but even the other two options are far more technologically advanced than what most K-12 schools can offer. In addition, that same ASU page links to far more professional learning and supports for instructors than most K-12 schools can provide. 

The bottom line: If simulteaching can be done well, it requires far larger financial and time investments than most K-12 schools can make.

Of course, it’s clear that instruction during the pandemic has been difficult and there’s no perfect solution. Most school leaders and teachers are working incredibly hard to do the best they can under incredibly challenging circumstances, and it’s too easy—and not useful—to simply sit back from afar and toss out criticisms.

But the WA PO article also suggests that the use of simulteaching may increase:

 Simulteaching is “about to get ramped up in dramatic fashion. Under pressure from President Biden and governors, and facing mounting evidence that schools can reopen if safety measures are followed, districts in the Washington region and nationwide are embarking on the difficult mission of returning hundreds of thousands of children to classrooms that have been shuttered for nearly a year.

Even as the vaccine rollout continues, not everyone will go back to school. Many families are choosing to keep their children home, deeming the health risk too great. Schools may limit in-person days to allow for adequate social distancing, making for a hybrid approach that combines virtual and in-person learning.”

In other words, according to the Post, many districts are planning for more simulteaching, and this could extend even beyond the current school year.

Simulteaching as an emergency strategy a year ago, and as implemented during parts of the current school year, may have made sense. Again, it’s too easy to criticize from afar, without acknowledging all the pressures that school and district leaders face. But any national, state, or district leaders who are considering simulteaching to be a key part of their school year 2021-22 strategy should reconsider and instead look to the examples of districts that are planning for more effective online and hybrid strategies.