Online education became part of our daily routine. Even more for our children this year. That is why we decided to separate the myths from the truth about it.

Myth 1: Online education is a poor substitute for face-to-face teaching and it is only applicable when there is no other option.

We’ve written about the learning outcomes many times. Both when it comes to visiting the education centre and during online classes, it all is in the hands and the heart of the teacher. Having video communication and a good internet connection is enough to provide a good basis for work. Anything that does not require direct contact with the person can be performed online. Of course, we miss the hugs with the children, too, but we have to wait.

Myth 2: It should be cheaper compared to face-to-face classes cost.

Online learning doesn’t necessarily have to be cheaper considering there are additional resources invested in it. In other words: The lesson in the centre is being prepared and the online lesson is being produced.

And “production” is far more complex, involving more time and effort. Teachers and schools decide whether to invest, but this can be done. We can guarantee that.

Myth 3: Online education is based on self-learning, recorded videos and lesson files and examples. And it’s boring.

Online education based on the principle “We have prepared the lesson, uploaded it on the website and that’s it” is far from what we refer to when discussing online education. Self-learning is a different thing and shouldn’t be referred to as online teaching.

And no, online education is not boring. In fact, methodologically, it offers wider variation compared with the classroom, where things are still done in old-fashioned ways. A well-designed online classroom can (and should) have good interaction, more (and better) researches and questions, as well as even more materials than what can be used in class.

Myth 4: Online learning prevents the formation of relationships between students.

Online learning does not prevent students from building relationships. Students and teachers can (and should) have close contact through an online environment. While physical classrooms are usually limited to the time and number of lessons, online learning can include many more ways to communicate through messages, individual video meetings, and so on. Obviously, this does not mean that you should be available 24 × 7 as a teacher. But it does mean that you can communicate more easily without leaving your home. Of course, seeing each other face to face is important. But what we take from the learning process depends on the context and circumstances. And in times of pandemic we simply have to accept some limitations of contact and get the most out of technology so that we don’t lose communication.

Our experience shows that children communicate in the same way online. They show toys and other objects from their home, actively participate in various learning challenges and show patience when they have to wait for another child to do the task.
In short, using the right tools and conditions, online learning can be just as good as lessons in the education centres.

Myth 5: Online learning is a “one-size-fits-all format” and cannot be adapted to every student.

Individual attitude has always been a top priority for us. Both in the centres and online teachers work in small groups so that every child can understand the material and get the attention he/she needs.

One of the best ways to turn this emergency into an opportunity for all parties is to properly develop online education. Forget the myths and let’s see what it really is. Let’s reveal the vast educational potential of online learning!

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