Virtual Learning: Virtue or Vice?

by: Saif Omar

After 10 years of teaching 1,000 students Arabic across 10 states, we decided to make a drastic shift, moving Fawakih fully online - almost overnight - in 2018. It was a challenging decision. Fawakih’s very inception was through its unique residential summer programs, many had come to love the personal, family-like atmosphere cultivated at Fawakih. Were we giving up on the dream? Had we failed or sold out to the rapidly changing times?

The data however strongly showed that there was only one way to reach the critical threshold of students required to instill Quranic Arabic into the fabric and culture of the American Muslim community. The decision was made and we went all in. This meant closing multiple physical offices, instructor/staff residences, including the historic Fawakih manor spanning 11 acres of Virginia’s picturesque landscape. We had to retrain instructors, invest in new technologies, and even transition many full-time team members to part-time roles or positions elsewhere. Most importantly, students who had relied on Fawakih’s physical presence in their communities were disappointed, many who loved their in-person classes faced the tough choice of moving online. There were many unhappy campers and some actually asked us if Fawakih was shutting down.

It was painful, scary, and exhilarating all at once. It felt like the Fawakih of the first decade had come to an end and a new reality was thrust upon us. Almost everything that had made us successful thus far could not be relied upon to help us move forward. We had to start fresh, yet adapt quickly from a vulnerable position. 

Now, fast forward a couple years, we realize it was the best decision we ever made and quite literally saved Fawakih. After initially surviving payroll to payroll, fundraiser to fundraiser for almost a decade, we are now for the first time building the financial fuel needed. Being a nonprofit, the ultimate goal is achieving the mission, not financial stability. However, strong fiscal numbers are essential to offer the quality education needed to reach those who need it. We can now inject the resources needed into the curriculum to allow it to take off and reach thousands, if not millions, more. We’re teaching more students, yet have lower overhead costs. Our student retention and performance has improved, and the experience polls have also sky rocketed online from an average of 7.8 to consistently 9.2 out of 10.

ENTER COVID

Many people are hurting due to COVID. Due to the online transition we were fortunate to have made shortly prior, we are now in a position to offer help to others, not ask for help and be worried about simply surviving.

Furthermore, many are being forced to frantically undergo a similar virtual transition personally, professionally, and in schooling due to COVID; not through any decision of their own, but because the world changed overnight. We wanted to share some learnings from our experience, in hopes that they may offer insight, assistance, and reassurance to others.

10 Tips From Our Transition:

1. There’s undoubtedly a special feeling and energy from meeting in person for a class or lecture. That social and community experience cannot be replaced.

However, the actual learning can. In fact, it can be better and more efficient. We’ve seen a focused adult online learning program can produce results TWICE as efficiently as an in-person alternative. Think of the time it takes to get ready, drive somewhere, park, settle in, socialize, take breaks, and then leave. Now consider adding kids and babysitting to the picture. Compare this to signing in and out in mere seconds to access a virtual learning environment. For most people who don’t have time, online learning is becoming the only viable option. 

2. When we were managing 50 classes across 10 states, quality control was a nightmare.

Now, we record and monitor all classes and can immediately substitute instructors. Just recently, we had our Boston-based top instructor experience a serious stroke on a Thursday. By that next Monday we had hired, trained, and inserted a new instructor from Chicago into his classes. (In that same time, his students from across the globe crowdfunded over 100K to gift him!) Not one minute of class time was lost. Moreover, the instructor was able to watch the previous class lectures and knew exactly which materials had been covered.

3. We've seen Academic results IMPROVE with our move to online learning.

How can online students score better on all testing metrics than students who came to in-person classes and interacted with the teachers directly? Simple: A) they missed less classes (no car issues, work traffic, or other delaying circumstances) B) they could catch up easier (recordings) and C) they stuck with the journey longer (compare the long term logistical viability of having to leave home once a week for 4 hours versus signing on from home for 2 hours a week). 

4. The effective use of the mute function, while maintaining engagement, is key.

Background noise can be a huge distraction. In a virtual class, if there’s too much background noise, instructors can opt to use the mute function as needed. Not only can they unmute individuals at specific times to allow for controlled engagement, noise control allows other students to sit in on an undisturbed class. A creative way to engage EVERYONE in the group is to periodically have them answer questions on the chat function.

5. Getting the Attendance numbers right.

We’ve set thresholds for the number of students in a class so everyone can participate. Students are required to enter their names in order that teachers may interact with them as though in a normal classroom setting. Approximately thirty to forty percent of those signed up choose not to attend the live session which reduces the student:teacher ratio in those sessions. At a minimum, each session is recorded. We’ve found it is helpful to make these available within twenty four hours of the live class, ideally sped up one-hundred and thirty percent and edited to remove all the ‘dead time,’ extra questions, breaks or class specific logistics. These techniques often reduce our two hour and fifteen minute class recordings to one hour and fifteen minutes!

6. We assign an Academic Coach to each group of students.

This role allows someone to connect with students in the margins to ensure no one is lost while the instructor is teaching, and engages students outside of class for Q/A, motivation, and other support

The ‘top-down’ teaching structure is quickly being replaced by one that is flatter and more collaborative. Coaching is a wonderful way to support students on their journey to unlock their hidden potential.

7. Whatsapp can be a huge waste of time or a huge way to create energy towards a common goal.

We have all been on a whatsapp group that is simply out of control. It starts with a few people. Slowly more and more people join and it’s all very exciting. Suddenly, it just becomes a mess with a few folks posting all sorts of random messages all the time while others just observe. Fawakih Whatsapp groups, on the other hand, create a community with a laser focus, with common cause and culture. There are a flurry of activity, questions, and energy at times, but it is focused. 

8. We use PowerPoint to structure every lesson.

PowerPoint presentations save time, keep everyone on track, and seamlessly allow substitutions. In addition, the slides serve as a visual map to guide everyone through the lesson at the right pace.

9. Instructors are able to annotate on the screen.

The name of the game is engagement. Though the lessons are not fully static, it makes all the difference when instructors can work through the lesson like they’re writing on the blackboard, with their hand. 

Though we hope the world quickly returns to one in which we can meet and learn physically. One thing is for sure, virtual learning is not going anywhere and it’ll only get better and better with time!