eLearning Days: New Digital Learning Collaborative report analyzes policy and guidance of this growing practice
Early winter storms have hit multiple states already this year resulting in a wave of headlines reporting on school closings and a shift to online instruction until schools reopen. Is this practice growing? How many states allow schools to shift instruction to online? And how do state agencies ensure that online instruction, used in this way, is effective? This report explores the increasing use of online “snow days” and the use of digital learning to avoid interruptions in instruction. The report defines eLearning Days as those that:
explicitly allow districts to use online resources and instruction for students in traditional schools, to continue instruction during an interruption in physical attendance that affects most or all students,
allow such instruction to count towards attendance and funding, and
are based on the district meeting certain requirements that vary significantly by state.
The report finds that a dozen states have policies to allow eLearning Days: Colorado, Illinois, Indiana, Kentucky, Massachusetts, Minnesota, New Hampshire, Ohio, Pennsylvania, Rhode Island, South Carolina, and Wisconsin. An additional four states (Alabama, Georgia, Nebraska, and Virginia) have at least one district using a waiver or other means to implement such days. The report includes links to policy as well as eLearning day resources developed by states, districts, and schools.
State guidance and district implementation guides can assist policymakers and practitioners in many areas including but not limited to:
teacher preparation,
student expectations and training,
parents/guardians expectations and training,
students with special needs, and
communication expectations and requirements.
The report provides the first national scan of eLearning Day issues and covers many of the details to be addressed in planning for eLearning days. Experts stress the need for extensive planning. Few of these issues can be addressed in a short period of time, particularly those that entail working time and conditions, or other issues in employment contracts. In addition, students, parents, and teachers have to become comfortable with instructional practices during eLearning days, which is likely to take time. Some schools, including those in other countries, include a practice eLearning day in their planning to have everyone learn the process with plenty of preparation time. The implementation of eLearning days is still in an early stage. As more schools implement such days, we expect further findings to emerge regarding both pitfalls and best practices. To learn more, and to explore state-by-state policies and practice, download the full report at the DLC website.