Adapting curriculum for distance learning: a student's perspective

The shift to distance learning has become a prominent aspect of education worldwide, including in France. Distance learning in France has a rich history dating back to the 19th century when correspondence education gained traction. Interestingly enough, in 1856, Frenchman Charles Toussaint initiated distance education by teaching French in Berlin through the establishment of a school of language by correspondence. However, technological innovations enabled educators to reach students remotely, paving the way for more accessible and flexible learning opportunities and experiences. More recently, distance learning in France has gained significance, most notably during the COVID-19 pandemic, prompting the development of digital tools and strategies. Therefore, as students navigate this new and dynamic terrain, teachers play a critical role in adapting their curriculum and teaching methods to ensure effective distance instruction. From a student's perspective, here are some key strategies educators can employ to successfully adapt their curriculum for distance learning in France.

Firstly, it's necessary, in my view and experience so far, to utilize as much as possible multimedia resources. Indeed, educational videos, podcasts, and interactive simulations can supplement traditional textbook materials as they cater to diverse learning styles and keep students engaged. Providing varied and diverse learning resources ensures that students have access to materials that genuinely resonate with their preferences and learning needs. It seems to me that, in the case of French distance learning programs, these resources ought to include, in addition to the regular coursework, some degree of cultural immersion ensuring students gain a deeper understanding of French language and culture and replicating to some extent the invaluable immersive experience of in-person learning. Indeed, one of the key benefits, in my view, of in-person learning are the multifaceted life experiences beyond the classroom, which allow the student to immerse himself or herself in the local culture and lifestyle. Therefore, incorporating cultural immersion courses into distance education can constitute a worthwhile alternative.

Secondly, it seems to me indispensable to design courses with a clear structure and organization in order to help students navigate content easily. However, despite acknowledging that distance learning is still a work in progress, this level of clarity and organization is unfortunately not consistently achieved at present. Indeed, detailed course outlines, regular weekly schedules, and assignment guidelines ultimately help to set clear expectations and well-defined learning goals. In my view, a structured approach helps students stay on track and manage their workload effectively and autonomously in the absence of face-to-face interactions.

Thirdly, it's equally necessary to establish effective and efficient feedback channels and mechanisms in order to provide timely guidance and relevant support to students. While acknowledging the impracticability of a universally applicable model, French higher education, whether in-person or through distance learning, could enhance its approach by adopting certain aspects of the English-speaking model (Canada, Ireland, US, UK). Specifically, incorporating a more personalized and tailored assessment and support system would better cater to the diverse needs of students. Therefore, more individualized feedback on assignments, assessments, and overall participation is necessary in order to facilitate continuous improvement and development. Indeed, substantive and above all constructive bespoke feedback guarantees student growth and encourages active participation in the overall learning process and experience. 

In a nutshell, adapting curriculum for distance learning in France requires educators to employ a set of key strategic approaches that prioritize engagement, communication and most of all flexibility. By embracing interactive platforms, multimedia resources, clear communication mechanisms, and adaptive assessment methods, educators can create dynamic online learning experiences that cater to the diverse needs of students. Consequently, through more collaborative efforts and a student-centered approach, educators can ensure more meaningful and impactful learning experiences in the virtual classroom.

Panagiotis