Home-based learning: 3 digital myths

Debunk these to ensure blended learning works for all students, who are not homogeneous and have different levels of digital literacy skills

Loh Chin Ee, Sun Baoqi and Victor Lim Fei
When it comes to reading, children who are motivated to read independently for pleasure and learning are more likely to read more, thus becoming better and more fluent readers. This early reading proficiency has an impact on later reading development
When it comes to reading, children who are motivated to read independently for pleasure and learning are more likely to read more, thus becoming better and more fluent readers. This early reading proficiency has an impact on later reading development, as well as students' digital literacy skills - that is, their ability to search, navigate and make use of the information on the Internet. ST FILE PHOTO
Updated
Jan 12, 2021, 05:00 AM
Published
Jan 12, 2021, 05:00 AM
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In post-pandemic Singapore, regular home-based learning is set to be the new normal. Even as we push to expand digital learning, a trend that has accelerated as a result of Covid-19 disruptions across the world, we must take care to uncover the misconceptions that could undermine its success.

Findings from two studies conducted by the authors during and after the circuit breaker period of almost two months between April and June last year in Singapore point to gaps between reality and digital myths that shape everyday teaching and learning.

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A version of this article appeared in the print edition of The Straits Times on January 12, 2021, with the headline Home-based learning: 3 digital myths. Subscribe

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