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Philosophy and purpose: Why Distance Learning?

ISA’s mission: To educate for international understanding. At ISA, we challenge our students to discover themselves and the world around them, inspiring them to become life-long learners.


This distance learning plan describes how ISA will ensure continuity of learning in cases when a significant portion of the community can not be in school for an extended period of time. ISA is committed to offering a high-quality IB education to students through distance learning even in extenuating circumstances. This plan describes what this will look like because it will be different, in many ways, from face-to-face learning. We use the term “distance learning” as opposed to e-learning, virtual or online learning because we believe that, while technology tools will be a key component to distance learning, the learning engagements will also take place offline and using a variety of non-digital tools and resources. This document describes the distance learning tools, roles, responsibilities and expectations that align with our schoolwide definition of learning as “an active, complex, cultural, social process of engaging with and reflecting on ideas, experiences and feelings to construct new, redefine or deepen existing understanding as well as demonstrating growth in personal skills and qualities.”


Distance learning may be implemented if the school is closed for any reason and learning needs to continue. It may also be useful if a large majority of students or teachers are unable to come to school. These measures may be useful even for those who are still in school, in order to provide a consistent learning experience for all.

What does distance learning look like?

When teachers and learners are not in the same classroom and we are unable to rely on face-to-face communication, learning can still be rigorous and effective. Recognizing how it differs is important to ensure this effectiveness. Substituting digital tools for in-person interactions is not enough. The IB has published some useful guidance:

“How to manage online learning and teaching

There are two kinds of online learning and teaching that schools will need to balance based on their circumstances: synchronous (happening collaboratively and at the same time with a group of online learners and usually a teacher) and asynchronous (happening at any time, not necessarily in a group, but with teacher feedback). Schools should not assume that synchronous teaching is required or even desirable in order to support effective learning. The goal is not to try to re-create face-to-face (F2F) classrooms, which is impossible to do. Online and blended learning provide opportunities for learners to work more independently, expand their agency, and learn to use tools and strategies that they otherwise might not have. While it is not recommended to experiment in emergency situations, innovation, creativity and resilience are required to make things work. Most schools will discover they need to be adaptive and fast-thinking in order to ensure that learning continues in a healthy way.” (Online learning, teaching and education continuity planning for schools, IBO, 2020)



“How to ensure students are not disadvantaged by online teaching

Effective online teaching is not the same as face-to-face (F2F). It is not a matter of whether it is equal. It requires different activities, some which are better done online. However, learners become disadvantaged if they are not provided with certain resources for learning independently and online:

  • Access to devices appropriate for online learning. Some learning activities can be conducted using mobile devices.

  • Internet access and adequate bandwidth (speed). Poor bandwidth can make many synchronous activities very difficult. For schools with students in poor bandwidth areas, a combination of asynchronous activities and telephone check-ins provides more support.

  • Time zone friendly schedules. Changing teaching schedules to shorter class times in similar time zones with more meetings but fewer students at one time is more effective in online learning situations. If meeting times are combined with collaborative activities, students are more likely to log on and complete tasks or discussions.

  • Effective feedback. Checking in with learners regularly is important. If systems allow, students can also get valuable feedback automatically from online quizzes and intelligent tutors as well as direct comments or discussion from peers and teachers.

  • Opportunities for independent learning. Wherever they are, students are learning informally every day. Designing learning activities and discussions that capture students’ experiences while they are away keeps them engaged and gives teachers valuable feedback on how the students are feeling. It also provides opportunities for multiple perspectives in learning that might not happen if students were all physically together. (Online learning, teaching and education continuity planning for schools, IBO, 2020)