Over the past 18 months, schools have moved rapidly, unexpectedly, and successfully to deliver distance learning.

Throughout this time, teachers trialled new and innovative approaches to their teaching methods - many of which would never have occurred without a move to distance learning.

While most students are now back in the classrooms, it would be remiss for the profession to overlook what has been learned during this time.

Our latest research report has set out to delve into this by bringing together the experiences and expertise of over 400 teachers and school leaders from the UK and abroad, to gain insights on what they found effective for online learning and that schools should maintain. This is what we learned.

1. Blended learning - the worst of both worlds?

According to the latest available Department for Education statistics, overall attendance in state-funded schools has decreased to 88.2% and Covid-related student absences have increased to 3.2%.

Given that schools are expected to provide remote education for students who are self-isolating but asymptomatic or well enough to follow their lessons, blended learning continues to take place in many schools.

However, teaching online and face-to-face simultaneously was one of the major challenges cited by participants in our study.

Teachers highlighted the need for additional technology - such as tracking cameras and microphones - as a necessary prerequisite for blended live teaching, which in most cases was not available to them.

This led to low engagement from students online as they could not follow the action, and teachers had to split their attention between students in class and at home.

Unless all classrooms are equipped with additional microphones and cameras that would enable all students to engage in the learning process, blended learning appears to combine the worst of both worlds and students may be better served by a combination of asynchronous and small-group instruction.

2. Digital literacy development is crucial - for students, staff and parents

Lack of access to digital devices and digital connectivity has, rightly, been discussed at length during the crisis as a barrier to pupils engaging in online learning.

But even if pupils have access, further barriers exist - including the digital skills to effectively use devices.

Over half of the teachers in our research said that teachers’ and pupils’ lack of technological skills was a challenge. Some teachers also commented that distance learning exposed a lack of basic IT skills in some pupils.

While they may be able to do more complex computer science such as coding, many struggled to use basic word processing software or to access learning via online learning platforms.

This led teachers in our study to question if enough space is currently provided in ICT curricula for the development of basic IT literacy and if this should become a stronger focus in the future.

3. Technology can help reduce teacher workload

Feedback and marking have been regularly highlighted as the main drivers of teacher workload. Our research found that over 90% of teachers used verbal feedback during distance learning, of whom 92% found it effective.

There was a clear sense that providing feedback verbally, alongside automated marking and the use of online quizzes and polls, had reduced their marking workload. Unsurprisingly, this was something they wanted to maintain going forward.

Other popular workload solutions included having both parent and staff meetings online and making better use of existing online learning resources.

4. Independent learning was a challenge - but some pupils thrived

Ninety per cent of teachers said they had offered pupils some flexibility and autonomy in an attempt to improve motivation during online learning and found this highly effective for some pupils.

While some lacked the self-regulation and metacognitive skills to work well independently, increased autonomy was beneficial for others.

Most teachers felt that their pupils’ independent learning skills had improved during distance learning and they are keen to build on this, offering more opportunities for self-directed learning within school.

Some teachers noted that a combination of home and in-school learning may benefit some pupils with special educational needs or disabilities (SEND) and/or social, emotional and mental health needs (SEMH).

In some schools, pupils are already using technology to enable them to access some of their learning online to work outside the main classroom if they benefit from a quieter environment.

5. Wellbeing and relationships are key

Teachers used a multitude of strategies to support their students’ wellbeing during distance learning. Frequent interaction with teachers and peers, screen breaks, time outdoors and physical exercise were all recognised as common strategies.

Providing space for social interactions online was considered particularly important for younger pupils. Multiple respondents also noted that they had developed a stronger bond with their classes, or families, as a result of the crisis and recognised the importance of building on this in the future.

Clearly, finding ways to maintain these positives in the future should be on the agenda.

6. Flexible access to content is a big benefit

One of the most commonly cited benefits of distance learning, and one that teachers want to maintain going forward, was the opportunity to use online resources to pre-learn and revisit material.

Teachers thought this was of benefit to all pupils, but particularly those with SEND.

Being able to pause and rewind instructional videos, or watch them alongside parents, enabled pupils to work at their own pace, whilst adding closed captions improved accessibility for pupils who are hard of hearing or may struggle to retain auditory information. Keeping this going could therefore have many benefits.

7. Access to specialist support and enrichment online

Teachers spoke favourably about opportunities to access specialist support online, including streaming theatre productions, international specialists speaking at staff training and subject specialists or industry experts contributing to live lessons.

Improved access to specialist input worldwide helps tackle some of the logistical and budgetary challenges involved in providing enrichment and training for students and staff.

For example, where there are shortages of teachers in specialist fields, schools may be able to employ teachers from further afield to deliver instruction or provide expert support online.

Lisa-Maria Müller is education research manager and Gemma Goldenberg is research and learning specialist at the Chartered College of Teaching