Online Learning

Updated 1 April 2020
A comprehensive list of online educational resources

The list includes some of the most popular online resources most used by schools, especially in this period of distance learning. There are resources for all ages and for all disciplines. View resources

UNESCO Distance Learning Solutions

A list of educational applications, platforms and resources aimed to help parents, teachers, schools and school administrators facilitate student learning and provide social care and interaction during periods of school closure. Most of the solutions are free and many cater to multiple languages.  

Free online classes from Scholastic, USA

Scholastic is offering 20 free online classes. The digital learning hub is divided into four grade levels: Pre-K and Kindergarten, grades 1 and 2, grades 3-5, and grades 6 and higher. It provides students daily lessons in areas spanning literacy, math, science and social studies. Read more

Free online academic support, UK

Free online academic support for student education and wellbeing as schools close across the UK. Read more

Focus groups

Educator temporary school closure for online learning

This is a group aimed particularly at educators who are planning distance or online learning due to the school closures for COV19. Read more

School administrator coronavirus planning group

This is for school administrators planning and preparing with Coronavirus. It is a forum for collaboration and sharing ideas. Read more

CASIE | online learning resources

Center for the Advancement and Study of International Education. A list of free resources for use during home teaching and learning due to the COVID-19 pandemic.

Digital Promise | online learning resources

A library of online learning resources is intended for educators and can be filtered by type, grade, and subject. All of the included resources are free and meet student privacy criteria.

Should we record virtual counselling sessions? And other questions … answered

Schools and universities are making extraordinary efforts to support their communities right now. This is the first in a series of articles to address challenges and the many questions we’ve received, explaining how to keep students safe and protect their well-being in new learning environments. Read more

“Piloting Education 4.0 prompted by Coronavirus Crisis”

An article in The International Educator (TIE) by Shwetangna Chakrabarty, University Counselor at Guangzhou Nanfang International School. Read article

Podcast: Assessment and feedback in an online context

Dr Kevin House at Dulwich College International, shared this podcast “A massive thanks for the team at Evidence Based Education for putting together this great podcast to support Dulwich College International and Dulwich High School teachers currently working so hard to support our students in China and Korea at this time. I urge colleagues to have a listen to these best practices and hope that it provides useful insights and reinforcement. View podcast: Assessment and feedback in an online context

Schools connecting schools

Here's a group set up by John Mikton at IS Luxembourg to connect schools that need advice moving education online:

15 strategies for online learning when a school is closed

From the Global Online Academy, shared by Ellen Mahoney, Sea Change Mentoring. Read article


Instructional design for online and blended learning

From the Global Online Learning Academy, shared by Ellen Mahoney, Sea Change Mentoring. Read article

Tips and Tools to Support Your Mentoring and Advisory Programs Online

Ellen Mahoney of Sea Change Mentoring has been very active in her support of the community, putting a list of tips and tools together to keep student-teacher connections strong.

Blended learning: What does a typical week look like?

By Dr Jennifer Chang Wathall at the University of Hong Kong. Shared by Dr Kevin House at Dulwich College International. Read article

Safeguarding implications for online learning

Schools launching virtual learning platforms and online classrooms should review their existing child protection and safeguarding policies and consider implementing specific guidelines. These might address, for example:

  • where students and teachers should be located when they join virtual classrooms. E.g. for virtual classrooms, students should where possible be located in an open area in their house within earshot of parents; 
  • how teachers and students interact with each other online, what are the do’s and don’ts around language, sharing of any personal contact details and sharing of material during virtual classrooms; 
  • what teachers and students should do if they are worried about someone or something they witness in an online platform? For example: 
  • are students able to report easily to a nominated person in school? 
  • are teachers able to contact parents if they are worried about a student on a call, or block a user if that user starts sharing inappropriate material in a virtual break-out session? 
  • do you know how to report any illegal content that might be shared online?
  • are managers/child protection staff able to enter virtual classrooms to observe lessons on an ad hoc basis? 
  • is the school storing messages so that it can review material afterwards if necessary, and is this being done in accordance with relevant privacy laws?
  • if it is necessary to have one-to-one counselling sessions virtually, how is the school protecting the student and the counsellor? For example, could you have a parent be present at the start and the end of the session?

Read the guidance from Tim Gerrish, a CIS Affiliated Consultant, and his colleagues at The Child Protection Advisors. 

Observations on eLearning practices that seem to be working well

Eric Jabal, CIS School Support & Evaluation Officer in Hong Kong, shares his observations, as a parent and educator and asked for your own resources and observations. Read article

Zoom and Managebac

Shailendrasinh Rathod, Head of Science at International School Dhaka said: “Though we don't have a Coronavirus situation here in Bangladesh [at time of writing] we did have prolonged political closedown. During those days we found Managebac to be very handy in engaging students. I think it has more potential with updated features. I also see "Zoom" has a great potential to be an effective substitute of face-to-face curriculum transaction.

Read the CIS Perspectives blog for additional stories from our community. CIS members can also find additional resources in the CIS Community portal