Reflecting on the Distance Learning Provision in Dubai Private Schools

The purpose of this article is to reflect on the online learning offered by Dubai private schools in response to the Covid-19 pandemic. This article considers both positive and negative features of provision, in order to suggest recommendations for future outbreaks. A comprehensive review of literature synthesizes with the results of an online survey. The period of March until July 2020 is referred to as Phase 1 of online learning. Phase 2 covers September and December 2020. The findings show that educators were generally positive toward online learning but have mixed opinions regarding the permanence, opportunities, and approaches of individual schools. Teachers discussed the progression of online learning within their settings and made multiple recommendations for the future including focusing on social–emotional development and well-being, limiting screen time where possible, ensuring Ed-Tech is appropriate for individual needs, and committing to an ongoing evaluation of curriculum adaptation. It was also suggested that schools review their approach to building technological skills, as well as the age in which this area of development is encouraged. صخلملا ةيبا ا ت لا نم ً اق ا لوانتت ثيح .١٩-ديفوك ة ا ً ةباجتسا د ةرامإ ةصا ا سراد ا همدقت يذلا تن ن ا ع عتلا ع فوقولا إ اق ا فد ءارجإ اق ا هذه و .لبقتس ا ء ولل ىرخأ تايشفت ثودح ل حا بك اوت ةيلبقتسم تايصوت حا قاو ،هيلع ا لجأ نم تن ن ا ع عتلل ةيبلسلاو حر ا غتو ،تن ن ا ع عتلا نم و ا حر ا تعت ٢٠٢٠ ويلوي ح سرام نم ة فلا نأ إ راشيو .تن ن ا ع ع طتسا ءارجإو تايبد ل ماش ةعجارم ةي رارمتسا لوح ةطلت ءارأ م دل ن نأ إ ،تن ن ا ع عتلا ها ماع شب يبا إ اون ع ا نأ اتنلا تنيبو .٢٠٢٠ مسيدو متبس ير ةيناثلا ةيمنتلا ع ك لا كلذ ا لبقتس ل ةددعتم تايصوت اومدقو ،م ائيب تن ن ا ع عتلا مدقت نو ع ا شق ثيح ،ا راقمو ا رفو ةيدرفلا سراد ا نمضي رمتسم يقتب ما ل او ،ةيدرفلا تاجايتح ل ةبسانم ةيميلعت ةينقت ن و ،نكمأ ام ةشاشلا مامأ سول ا تقو نم د او ،ةيهافرلا قيق و ةيفطاعلاو ةيع ج ا .تاراه ا هذه وطت عيجشت هيف ي يذلا بسان ا نسلا كلذكو ،ةيجولونكتلا تاراه ا ءانب اهج ضارعتس سراد ا مايق حا قا .ةيساردلا ان ا عم اعفيكت


Introduction
In a global response to the COVID-19 pandemic, many variations of online learning have been implemented by schools around the world. Throughout this article, the term online learning will be used to describe this alternative provision. In the UAE, parents had concerns during the reopening of schools in September 2020 (Sircar, 2020). Families were given the opportunity to choose either face-to-face school attendance or distance learning for their children (Ministry of Education, 2020b). Schools in Dubai implemented statutory reopening protocols (KHDA, 2020c). This led to settings adopting their own educational models for the current academic year, with the aim of offering lessons to students both in-class and at home. UAE private schools have been under pressure to ensure that the standard of blended learning justify the tuition fees, which have been found to be the second highest in the world (Maceda, 2018). Educational settings, in addition to many other businesses, have had to make budgetary adjustments during the pandemic (Masudi, 2020). In turn, market volatility meant that the UAE could lose around 10% of its residents (Oxford Economics in Hashmi, 2020). Undoubtedly, this will have a negative impact on staff retention and community well-being, as well as student intake numbers.
During Phase 1 of online learning, the Knowledge and Human Development Authority (KHDA) shared a criteria for assessing the standard of online learning in Dubai private schools. This consisted of three key zones: (1) students' distance learning and well-being; (2) teaching and monitoring students' learning; and (3) leading and managing students' learning (KHDA, 2020a). Two hundred and sixty-seven schools were assessed with this Gulf Education and Social Policy Review Charlotte Dawson, Claire Heylin

Methodology
For this study, data were collected using an online survey, which explored the views of 10 educators (n = 10) in various private primary school contexts across Dubai. A qualitative, naturalistic enquiry in the form of a case study was conducted simultaneously by a teacher-researcher during Phases 1 and 2 of online learning. This involved an investigation into the phenomenon in its real-life context (Cohen, 2018). Ethical approval was not required due to research participant anonymity being maintained throughout by omitting identifying information, such as the names of individuals and institutions.

Teacher attitudes
Findings suggested that 80% of educators have a positive attitude toward online learning, stating that either they have always been positive about distance learning and the opportunities it presents or that despite initial skepticism, they have now become accustomed to the idea. One educator notes: Online learning is the way to get children learning and loving learning outside of the physical classroom.
On the other end of the scale, educators commented on the temporary differences online learning made in their setting. One educator expressed their sentiment as: I don't believe that the opportunities that Distance Learning presents have a permanent value.
A 2008 study found that attitudes toward technology are overwhelmingly positive in schools. Digital tools continue to be implemented despite the initial hesitancy of individual practitioners (Izumi-Taylor, 2008). These findings concur with 89% of teachers in a similar study, who report that educators support each other in implementing new ideas (OECD, 2019). A strong appreciation of innovation among schools has without a doubt led to many strengths in Dubai's pandemic response. Bigum and Kenway (2005) suggest that educators fall into four categories concerning the digitalization of education. They categorize some educators as "doomsters" who view technology as a threat to the classroom. Alternatively, there are "anti-schoolers" who reject the concept of formal, institutional learning. "Critics" are not completely opposed to digitalization, but remain skeptical and challenge the assumptions about Gulf Education and Social Policy Review Charlotte Dawson, Claire Heylin

Figure 1
Teachers' reflection of their experience of online learning during the pandemic

Online learning Phase 1
During the initial phase of online learning, educators highlighted both positive and negative experiences. Beneficial attributes included: selecting a digital platform, reducing student timetables in order to prioritize key learning points, curricular enrichment such as virtual STEAM weeks, and also training opportunities. Figure 2 outlines the commonalities amongst respondents.
About 30% of the educators believed that the progress of students with additional needs was accelerated during online learning, as one-on-one support was more readily available. Interaction between students and teachers was noted as a positive point,  Although online teaching reportedly gave a sense of purpose to life during lockdown, the rapid adaptation required in order to create content at short notice was described as "tiring," "time consuming," "stressful," and "exhausting" by survey respondents. Figure 3 illustrates the commonalities among respondents. In another study, teachers described the distance learning environment as "more demanding, stressful, and exhausting than regular teaching" (Ridge & Erfurth, 2020, p. 9).

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Charlotte Dawson, Claire Heylin

Figure 3
Common themes from survey results with regards to the negatives themes of online learning during the pandemic There appeared to be a one-size-fits-all approach across some platforms, resulting in an inappropriate selection of such in 30% of settings, as well as a lack of differentiation.
For example, using Class Dojo as a means of manipulating student behavior and storing academic assessment data. This directly relates to the proposed effects of inadequate content and pedagogical considerations; "rushing through the design process at any point could readily result in a failure" (Hofmann, 2018, p. 33). However, little support or guidance was given from leadership teams at 10% of schools, leaving individual teachers unsure of expectations.
Izumi-Taylor (2008) suggests that, in order to create purposeful and authentic learning experiences, teachers must understand how to implement technology-related activities which are developmentally appropriate. About 10% of the respondents stated that they were expected to navigate "new platforms with very little support or guidance" provided. Unpleasant experiences reported during this time included the consequences of parent frustration. Ridge and Erfurth (2020) suggest prioritizing support for the most vulnerable groups and providing a space for learning that may not be available at home.
Greater parental involvement in education is also encouraged by creating parent support groups, providing more training on how to use online learning platforms and creating closer teacher-parent links to provide support (Ridge & Erfurth, 2020). "Innovations often fail because of the educators' inability or unwillingness to involve parents in parents" whose high-technology usage came as a consequence of incompetent parenting whereby "parents were thought to lack the skills or the will needed to regulate their children's technology use" (Bennett et al., 2008). The description of "needy children of disadvantaged parents" in turn acknowledged that families' financial situations can cause differences regarding the availability of digital resources (Bennett et al., 2008).

Progression of distance learning in Phase 2
During the second phase of online learning, schools in Dubai adopted a form of blended learning. The blended model can utilize the best features of face-to-face and online education (Faltýnková, 2020). However, it is also stated that blended learning "is not a one-size-fits-all recipe" (Hofmann, 2018, p. 33) and educators must be ready to adjust and adapt provision according to emerging needs.
Leaders reflected on the experiences of Phase 1 of online learning and decided that the platform selected should be suited to parent, student, and teacher needs. It was also believed that schools now had a greater parent backing than before. Schools either invested in technology provision or operated a "bring your own device" (BYOD) policy.
In line with this, teachers also thought more about resources appropriate to both inclass and online learning. The findings of Ridge and Erfurth (2020) support this view and suggest that flexible content and structure is needed in schools.

Teacher recommendations
Educators emphasized the need for considering the impact of workload on well-being and recognized that blended or online learning should be approached differently to that which takes place in a classroom:

Strip back expectations for both parents and teachers. DL [distance learning] is so intense that it is impossible to maintain a "normal" output of work for stakeholders. Focus on what is important and be lenient.
Reducing students' screen time is also possible when limiting teachers' instruction hours in online classrooms (Ridge & Erfurth, 2020, p. 15). The sustainability of offering both synchronous and asynchronous lessons was also called into debate.
The needs of both families and schools were considered. Suggestions included "an approach where there is a mix of face-to-face days and distance learning days" and using "a selection of prerecorded videos and live sessions." All respondents insisted on the use of platforms: "Schools need a virtual learning platform to fall back on;" 50% of the respondents expanded on this by reiterating the importance of taking students' individual needs into consideration when selecting resources, such as in the following quote from survey respondents; "Age-appropriate platforms should be considered rather than one for all ages across the school." According to Gray and Tobin (2010), teachers' online roles include creating a clear, organized structure, and selecting user-friendly tools. Leaders were requested to analyze the suitability of content for online contexts, with one respondent advising, "Don't be afraid to drop subjects if they are not working." This may lead to curricular adaptation being reflected on going forward, not only within the confines of a pandemic response.
Survey feedback also stated, "In a world where Wikipedia is readily available, knowledge-based curricula can go by the wayside, but skills-based lessons are essential." It is interesting to note that schools adopting the IB curricular were viewed among the most successful. Of the 17 chosen settings, 16 were rated as "developed" (KHDA, 2020a). This would suggest that more progressive schemes of work prioritize skills-based learning over that of knowledge and content.
Furthermore, 30% of suggestions were targeted specifically toward senior leadership. Moreover, 30% of the educators mentioned students' lack of digital skills. They suggested that children should be introduced to technology from a young age as explained in the following survey quote; "Build elements of Distance Learning into the Foundation Stage from September onward in order to get pupils and parents familiar with the reality of Distance Learning in FS." This view is reflected by Jack and Higgins (2019, p. 14) who state that there "appears to be a widening gap forming between the skills we teach in schools and those which we require, in order for children to learn in an increasingly digital world." Many educators also note that children need opportunities to experience and explore technology from an early age, in order to prepare them for life in a modern society (Izumi-Taylor, 2008, p. 13).
About 20% of the survey respondents expand on this view by suggesting that children from the foundation stage become familiar with using technology in class. The overall aim would be to familiarize students with a selection of specific devices and tools in order to enable access to online learning with increasing independence in the future. Jack

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Charlotte Dawson, Claire Heylin and Higgins (2019) add that it is possible for educational technologies to have more of an impact on teaching and learning, but curriculum documentation must also address this. One study found that while 52% of early years educators thought technology was essential in their context, just 28.7% thought that it was necessary to support the curriculum outcomes (Izumi-Taylor, 2008).
In the most recent curriculum documentation for England, educational technology is mentioned only in the "Understanding the World" section; "children recognize that a range of technology is used in places such as homes and schools. They select and use

Continued skills and tools
All teachers stated that even once the prescribed distance or blended learning period has ended, they will continue to incorporate some elements of technology into their classrooms. These include platforms and software such as Microsoft Teams and Educa-

Conclusion
Schools should continue to prepare for ongoing or future outbreaks ( Before creating an evaluation plan, designers must consider what they envisage a successful learning program to look like. In order to reflect effectively on this, an initial needs assessment should have uncovered "the needs of the organization, the gaps between current and desired performance, and what learners already know about the topic." If this information has not been thoroughly documented, it will be impossible to identify what to evaluate and what is missing (Hofmann, 2018, p. 15).