The use of online learning platforms has grown dramatically over the past year due to the Covid-19 Pandemic. In March 2020 when schools first shut, more than 491,000 pupils were logging onto Glow each week in Scotland, which was an increase of 47% on the previous year (European Commission, 2021). Pupils had to quickly adapt to this “new normal” and some pupils were reported to be spending up to five hours a day learning from a technological device (IFS, 2020). Despite this new and unusual way of working, digital learning platforms have proven to be effective in a number of ways. For example, research suggests that pupils learn five times as more online than face to face learning as they have the time learn at their own pace, spend time re-reading information and accelerating through concepts they already know (Lalani and Li, 2020). However it is necessary to state that some pupils can actually become disengaged when learning digitally and get easily distracted due to the lack of a structured environment (Loeb, 2020). With regards to the latter, it could be argued that they would benefit more from a more “class like” structure with written tasks such as worksheets instead of spending hours glued to a computer screen.
The aim of this enquiry is to compare and monitor pupil engagement in Numeracy through online learning platforms and submitted written work.