Using ICT for special subject distance learning in multigrade schools Minerva
Home PageDocument LibraryEvent CalendarUser ForumsWeb LinksContact UsSite MapFAQ_MENU_LABEL_LOGIN
Τετάρτη, 17 Ιούλιος 2019
The MustLearnIT Model

PI Cyprus

Description of the Model


Figure 1: MuSTLearnIT Model Unit

The model we propose, in terms of its design and implementation, includes the following activities (Figure 1):

  1. Pupils will be “assimilated” by video conferencing in the classroom of a “central” school and will follow the special subject lesson, as this is normally taught by the special “expert” teacher in this school (synchronous mode of distance learning).
  2. Pupils will work on their own using appropriate educational material and software on the school’s computers, while at the same time they will be supported by a remote “study support” teacher (synchronous and asynchronous mode of distance learning)
  3. 2-3 times within the school year they will be visited by a specialized “expert” teacher and will enjoy a regular class, where they can directly interact by discussing in person with the teacher.
  4. In some cases (e.g. when the special subject lesson is Foreign Language Learning, and/or the language coincides among the schools in more than one country), ODL sessions between the multigrade schools in the different countries can also be held within the school year.

During 1, and 4 the local primary school teacher is present in the classroom and she/he will be able to assist the pupils in using the computer and the relevant educational software.

Thus the model combines in a comprehensive way the presence of the teacher in the classroom and in the remote “central” school, at the same time involving the active participation of the pupils in using the computer and the appropriate educational software as learning tools.

The Learning Method

Teaching small pupils must always take into consideration: encouraging the involvement of pupils in the learning process, continual practice and study, getting feedback between the pupils and their teacher. The current project by incorporating both synchronous and asynchronous modes of distance learning, as well as traditional classroom learning (see Figure 1) fulfills these three principles.


Figure 1

However, both distance learning methods for very young aged pupils and the introduction of ICT in the classroom must be based on a strong pedagogical foundation and implemented according to a well-defined didactical approach.

Computer Supported Collaborative Learning approaches for building knowledge (reinforcing, questioning, searching and discovery) respecting the individual pupils’ needs will be followed, while  substantiated observations and recommendations from the international experience in distance learning with small pupils will be taken into account throughout all stages of the design, development and implementation of the distance learning scheme proposed, supported by ICT . Such considerations include:

  • The need to differentiate and modify distance learning programmes for small pupils from those intended for older students and adults.
  • Small primary school pupils may meet with some difficulties in: (a) realizing Internet use as a distance learning tool (questions like: “where is (physically) my teacher or peer who is speaking to me?”, “how is it that I can interact with them?” arise), (b) respecting rules of communication through videoconferencing, etc. Thus, a certain amount of preparation is a priori required to familiarize them with the idea and the tools they will use.
  • The particular needs and interests of pupils must be reflected in the computer framework, as well as in the educational content and the distance learning system (attractive imagery and colours, subject matter suitable for small ages, short duration of activities, game playing, etc.)
  • The particular curricula and the school material (text books, activity books, etc.) required by relevant educational authorities are important factors in the design of a distance learning model, in terms of developing well defined intellectual, communicative, social, cognitive and linguistic skills.
  • The varying parameters in primary schools in different countries (daily school schedule, school rules, IT infrastructure, etc.) because of their unique significance will necessarily influence the development of the distance learning scheme proposed in this project, indicating the "optimal" ways to design and implement the scheme.

We should note here that positive results have been observed with small pupils who have participated in distance learning programmes, especially where videoconferencing systems as well as shared applications were used.


Design and Implementation: CTI
To deploy this web portal, certain open source products have been utilized, under the terms of the GNU/GPL.
Please see the detailed copyrights list.
Terms of Use