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A teacher at an elementary school in Seoul’s Songpa District holds an online class using Google Classroom on Mar. 30. (Lee Jeong-a, staff photographer)

A look at the schedule for the phased-in commencement of online classes announced by the Ministry of Education (MOE) on Mar. 31 shows third year middle and high school students beginning on Apr. 9, first and second year students at middle and high schools, and fourth to sixth year students at elementary schools beginning on Apr. 16, and elementary school first to third year students beginning on Apr. 20. In addition to the considerable chaos expected in schools in the near future as online classes begin without adequate preparations, the situation could exacerbate disparities according to students’ digital learning environments. Rather than having all schools nationwide begin classes on the same date, it is appearing likely that certain regions may start in-person classes earlier according to their situation and conduct them concurrently with online classes.

Overview of online start of 2020 spring semester

The plan for phased-in commencement of online classes means that each grade will differ in the number of class days that they have to reduce based on its start date. All schools have been left with a reduction of 10 days from the 190 days of the legally designated school year, as the spring semester has been postponed on three occasions thus far. Third year classes at middle and high schools, which begin on Apr. 9, will require three more days off, bringing the total reduction this year to 13 class days.

An additional seven days off for first and second year students at middle and high schools and fourth to sixth year students at elementary schools beginning on Apr. 16 brings their reduction up to 17 days; for elementary schools’ first to third year students beginning on Apr. 20, it will mean another nine days off for a total reduction of 19 days. The differences reflect consideration of both the urgency of the academic schedule and the efficacy of remote learning. While many have argued that the lower grades of elementary school are less conducive to online classes using PCs and smart devices, high school students are both accustomed with remote learning and concerned over the fact that the academic calendar -- including the university entrance examination date -- have yet to be finalized.

As of Apr. 1, all schools and teachers will need to begin preparations for online classes, including independent teacher training and platform selection efforts. The platforms and content to be used for remote classes are up to individual schools and teachers to select. For the two days after classes begin, teachers and students will have a “period of acclimation” where they learn how to use their remote class tools and hold online opening ceremonies. Since online classes are recognized as official classes, the total number will need to correspond to the number of attendance days. On that basis, some are predicting the online classes will follow a timetable along the same lines as classes physically attended by students.

MOE said it plans to streamline the adoption of remote classes with the development of a “remote education preparation and inspection team.” In addition to performing checkups on systems like the Cyber Learning System and Online Class, it is also working to establish infrastructure for disabled students, including the provision of sign language and traveling classes. MOE further announced plans to develop teacher capabilities, including the identification of outstanding examples from among the 490 online class pilot schools nationwide and the creation of a “10,000-person community” with teachers to exchange opinions.

With remote learning adopted as a desperate measure with little preparation, profound concerns have also been voiced. One of them concerns the possibility that differences in the remote class capabilities and conditions of individual schools, students, and teachers could exacerbate education inequality. In the case of early elementary schools, questions are being raised about whether it’s even possible to hold online classes, or whether it’s appropriate for children to be exposed to smartphones and other computer devices for prolonged periods of time. In response, MOE said it was “considering various approaches, including having teachers visit homes or mailing worksheets and collecting them for review, as well as verification by email and telephone.”

If online classes end up being too difficult to continue over the long term, attention will inevitably focus back on the question of when students are to begin returning to classrooms. On Mar. 31, MOE said it would “look into plans for flexible school operation, including the combination of remote classes and in-person classes in consideration of school conditions and the progression of infections in different regions.” This suggests it plans to begin in-person classes based on the circumstances for different regions, schools, and classrooms, with others added over time. While many have argued about the difficulties of maintaining social distancing in schools due to the high density of classroom settings, some are predicting in-person classes could be hastened if that density is relieved either by dividing among different grade levels or having only a third of students attending at a time.

Regarding the timeline for when it might be possible to have concurrent in-person classes, Deputy Prime Minister and Minister of Education Yoo Eun-hae said on Apr. 1 that she was “anticipating we may be able to begin as of late April.” This suggests the possibility that concurrent classes will be initiated first in regions that have not been heavily affected by the novel coronavirus outbreak.

By Choi Won-hyung, staff reporter

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