Blended and Online Learning; what works and why in primary and secondary schools. Evidence from Northern Ireland

Data from a sample of teachers, parents and pupils in Northern Ireland about their experiences of blended and online learning during the pandemic has thrown light on effective practice and some of the reasons for this. After an initial period of uncertainty and confusion, most of the five schools studied found ways to provide regular online lessons which in many cases had high levels of interaction between teachers and pupils and in some cases between pupils. Purposeful interaction was provided through synchronous classes, teacher contact with individual pupils and feedback on pupil work. This was true even in schools which had high levels of pupil disadvantage measured through entitlement to free school meals.
The reasons for the emergence of good practice were the prior investment in ICT facilities for every school, the support provided through educational authorities and local teacher networks and the quality of leadership in schools. This was shown through anticipating probable ‘lock-downs’ and ensuring that teachers, pupils and parents had access to the internet and that staff were prepared. It also meant that the development of remote learning policies for all children, especially reluctant learners, were supported.