Toolkit for Designing a Comprehensive Distance Learning Strategy

This toolkit will help users:

1. Understand what distance learning is, why it is important, and how it works; and
2. Create a comprehensive distance learning strategy that meets the needs of learners and educators in a given context and builds the resilience of education systems.

Download the full Toolkit 

Guiding Principles 

1. Increase equitable access to distance learning opportunities, especially for marginalized learners.
2. Ensure high-quality and inclusive design, content, and programming.
3. Build capacity to plan, develop, and implement quality distance learning opportunities.

These principles are based on ethical and evidence-based practice in developing educational strategies and are adapted from USAID’s Delivering Distance Learning in Emergencies publication and echo the cross-cutting considerations included in USAID’s Return to Learning During Crisis Toolkit. 

What is Distance Learning?

Distance learning is broadly defined as teaching and learning where educators and learners are in different physical spaces. Often used synonymously with distance education, distance learning takes place through one of four modalities: audio/radio, video/television, mobile phone, and/or online learning platforms. Printed texts frequently accompany these modalities and could also be a fifth modality in cases where technology is not used for teaching and learning, such as correspondence (or printbased) education. This toolkit includes print-based learning as a fifth modality. 

For more overview information on distance learning, read this summary.

What is a Comprehensive Distance Learning Strategy?

A comprehensive distance learning strategy takes into account both short-term distance learning needs and more medium- to long-term plans and initiatives. A comprehensive distance learning strategy defines: 

• Instructional goals (overarching and detailed) for the use of distance learning; 
• Technologies that will be used (single or multiple modalities); 
• How technology will be integrated; 
• Intended groups that will be engaged in distance learning, especially the most marginalized; 
• Approaches and methods for monitoring and evaluating teaching and learning; and 
• Costs for implementing a comprehensive distance learning strategy.

Planning the Comprehensive Distance Learning Strategy

Download an outline of a comprehensive distance learning strategy 

What are the phases of operationalizing a comprehensive distance learning strategy?

Whether in an emergency or non-emergency context, there are five phases for operationalizing distance learning: 1) planning and conducting a needs assessment; 2) planning and designing the distance learning approach; 3) building educators’ and learners’ capacity; 4) setting up monitoring and evaluation (M&E) systems; and 5) implementing distance learning.

The Phases of Operationalizing a Comprehensive Distance Learning Strategy  

In Component 1 of this toolkit, users analyze the distance learning landscape for the first phase of planning. In Component 2, users design a distance learning approach. In Component 3, users develop a monitoring, evaluation, and learning (MEL) framework. In Component 4, users create a budget that guides planners through the second phase of planning. The components outlined in this toolkit are designed to help those developing comprehensive distance learning strategies to operationalize distance learning initiatives that will ultimately increase their education system’s efficacy and resilience.

Vision and Goals

In completing Component 1, users respond to the guiding questions from the table below to build an inclusive vision for their comprehensive distance learning strategy. The guiding questions are accompanied by action points that help users to gather and analyze data and make decisions for their relevant learning landscape.

Users can execute action points sequentially, simultaneously, or in varying orders, depending on their local context, but they should work iteratively to continuously refine and update their determined vision as they go through the subsequent components of this toolkit.

Download: How to link distance learning vision and goals 

Marginalized Populations

In order to ensure the strategy is inclusive, it is critical to identify which groups have been historically marginalized in terms of access to, and participation in, high-quality in-person and distance learning. 

Examples of Marginalized Groups

According to UNESCO’s Global Education Monitoring Report, those who are marginalized are “of a group within a given culture, context or history at risk of being excluded and discriminated against because of the interplay of differing personal characteristics or grounds.” Specific groups who fall within this definition vary by context. Individuals and groups may be marginalized because of their: disability; sex; sexual orientation (LGBTQIA+) and/or gender identity; ethnicity, race, language, or religion; socioeconomic status or caste; residency in rural or high-density areas (e.g., poor access to basic needs and resources); residence in a crisis or conflict area (e.g., child-affected by war, internally and externally displaced learners); health status (e.g., people living with HIV or terminal diseases); age (e.g., overaged learners); and/or lack of social, economic, and/or political protections (e.g., child laborers, victims of trafficking, youth unwillingly married, migrant workers, people of diverse political opinions).

Action Points

1. In Tool 2: Data and Strategies for Marginalized Groups, identify all known marginalized groups in a given context and include data on demographics and barriers to inclusion. Ensure that target groups from Tool 1 are integrated here.
2. In Tool 2: Data and Strategies for Marginalized Groups, note any modifications that need to be made to instructional goals to prioritize marginalized groups.
3. Go back to Tool 1: Vision and Instructional Goals, review instructional goals, and modify to ensure that marginalized groups are prioritized.
4. Describe marginalized groups and how they should be prioritized in the comprehensive distance learning strategy document.

Alignment with Government Education Policy, Strategy, or Planning Frameworks 

Identifying where distance learning fits into the existing frameworks, policies, strategies, and plans for the use of technology is important for understanding how a distance learning strategy can be designed, funded, and implemented. Distance learning may be part of: a) a country's new plans and policies per an educational reform, b) an overarching ICT strategy, and/or c) a specialized ICT4E strategy.

Action Points

1. Review the country/context’s ICT or EdTech-related policy(s), plan(s), and strategy(s).
2. In Tool 3: Education Frameworks Checklist, use the questions to analyze distance learning language in existing frameworks and identify what is covered or not in these strategies.
3. In Tool 3: Education Frameworks Checklist, document any language that describes the vision or instructional goals of distance learning.
4. Go back to Tool 1: Vision and Instructional Goals and integrate this language into the vision and instructional goals as needed.
5. Describe any mention of distance learning in the various education frameworks in the comprehensive distance learning strategy document.

Existing Technological Infrastructure 

Gathering data on existing technological infrastructure helps identify which modalities and technology devices are feasible for implementing distance learning in a given context. Infrastructure includes:

• Connectivity and coverage: refers to access to electricity, reach and range of radio and TV broadcast coverage, mobile phone reach and coverage, and internet access and connectivity.
• Technology devices: refers to ownership of hardware (i.e., radio, TV, mobile phone and computer).
• Software access: refers to the availability and feasibility of files, applications, LMSs, and software programs necessary for the different hardware.
• Assistive/adaptive technology: refers to the availability of technology for people with disabilities.
• Government infrastructure: refers to the existence of government-owned or run infrastructure related to radio, TV, mobile phone, and the internet as well as the existence of any government agreements with providers. 

Action Points

1. In Tool 4: Technology Infrastructure Landscape, include any data on technology device access, connectivity and coverage, software access, accessibility/assistive technology features, and policies/programs that support or hinder access.
2. Describe the existing technology infrastructure in the comprehensive distance learning strategy document.

Content Inventory

Taking inventory of what distance learning initiatives exist—including curricula, content, and materials—is critical to understanding what distance learning modalities have been tried and the breadth of the expertise and capacity that exists in a given context. This information can be gathered through an inventory of the existing content and programming that has been produced by all stakeholders, (i.e., government office, NGOs, other organizations).

Action Points

1. In Tool 5: Distance Learning Inventory, enter information on existing and past distance learning initiatives. This includes information on target groups (intended users) and how programming and content has been assessed or evaluated.
2. In Tool 5: Distance Learning Inventory, in the “analyzing content” section of Tool 5, map existing content from action point 1 by education level and modality. (Note that you will need to copy and paste information from the “inventory table” at the top of Tool 5 to complete mapping.) Analyze coverage and gaps.
3. Go back to Tool 1: Vision and Instructional Goals and adjust any instructional goals and target groups based on what programming and content exists and what needs to be created.
4. Describe the existing programming and content in the comprehensive distance learning strategy document.

Institutional Capacity

Key to developing a comprehensive distance learning strategy is understanding which governmental or parastatal entities and agencies have the institutional capacity to design and develop distance learning content, train educators, provide leadership, and coordinate the different actors and stakeholders involved in distance learning implementation.

Steps for Integrating Institutional Capacity-Building into the Distance Learning Strategy (Steps 1 and 2)

Data on institutional capacity can be collected by reviewing human resource expertise in distance learning in education agencies, coursework or plans in teacher training institutions, and government sector reports and documents. Conducting key informant interviews or surveys with government officials and technical experts to identify existing capacity and gaps will also be critical. In sub-component 2D, users will use this needs assessment data to develop an Institutional Capacity Development Plan for the strategy.

Action Points

1. In Tool 6: Institutional Capacity Checklist, answer the guiding questions and, where relevant, copy and paste the names of institutions and organizations from Tool 5: Distance Learning Inventory. Rate (using best estimate) from 0–3 (with 0 = no capacity, 1 = limited capacity, 2 = some capacity, and 3 = strong capacity) the extent of their capacity and provide the required details for "yes" answers.
2. In Tool 6: Institutional Capacity Checklist, summarize and list the organizations with capacity, then identify the institutional factors that need to be considered in emergency contexts and areas where capacities for a particular modality need to be developed or strengthened (i.e., technological, content, and pedagogical knowledge, coordination, oversight, and M&E capabilities).
3. Describe the existing institutional capacity for implementing distance learning in the comprehensive distance learning strategy document.

Contextual Factors

After the vision, infrastructure (current frameworks, technology, and programming), and institutional capacity have been identified, it is critical to identify any macro-level sociological, regulatory, or political economy factors that could impact the operationalization and implementation of the distance learning strategy in positive, negative, or neutral ways. These contextual factors may have emerged in different ways throughout the needs assessment process, but the action points below systematically ensure that they are assessed in the strategy.

Based on existing literature, there are six key contextual factors that may impact distance learning content development and implementation. These should be taken into consideration early on when planning a distance learning strategy.

Contextual Factors, Descriptions, and Distance Learning Examples

Educational paradigms

• Any historical or contemporary institutions, practices, or measures that influence which learning or teaching content and pedagogical approaches must be followed.
• Historical legacies that influence who has access to or who is targeted through distance learning.

Sociolinguistic and cultural factors

• Any official or unofficial sociolinguistic practices, and power structures, that influence which languages are used for/dominate the different distance learning modalities.
• Social or cultural practices or norms that influence who has access to technology devices and content.
• Social or cultural practices or norms that influence how marginalized groups are portrayed in programming and content.

Political will and prioritization

• Political agendas that influence which distance learning modalities are integrated and financed.
•  Political measures that may enable or restrict (i.e., censor) distance learning technology software and interfaces or programming and coherence between government agencies and policies.
• Potential for unethical or corrupt practices.

Economic development

• Economic development imperatives that link ICT, digital inclusion, or distance learning to national education growth (and poverty reduction) strategies.

Regulatory environment

• Factors that enable or hinder security of technology (e.g., cyber security) in the country.
•  Conditions that privilege external and large-scale tech companies over local or small-scale companies.
• Registration of technology and domains and other regulatory factors.

Edtech supply and climate

• History and climate of ICT nationalization or privatization and the extent to which the public and private sectors partner on access to technology devices, software, connectivity, and infrastructure of mobile phone, radio, TV, Internet, printing, etc.
• Competition among sectors that influences pricing.
• “EdTech entrepreneurs have access to capital through appropriate business models, allowing them to survive”30
• Education institutions can access products that meet their needs.

Action Points

1. In Tool 7: Distance Learning Contextual Considerations, document and discuss important contextual considerations that may influence the distance learning strategy in a given context. Provide illustrative and real examples, separating by modalities as relevant.
2. Describe the relevant contextual factors in the comprehensive distance learning strategy document.

• FHI 360’s Gender and Information Communication Technology (ICT) Survey Toolkit
• USAID’s Gender and ICT Training Course
• USAID’s Return to Learning During Crises Toolkit—Tool 0.1 Equity and Inclusion Self-Assessment
• USAID’s How-To Note Education and Inclusion Guidance Disability Inclusive Education
• UNESCO’s Global Education Monitoring Report 2020: Inclusion and Education: All Means All
• USAID and INEE’s Checklist for Information Communications Technology Interventions to Support Education in Crises and Conflict Settings
• USAID’s ICT4E Toolkit
• USAID’s EQUIP 1: Designing Effective Education Programs Using ICT
• Lesotho's Education Sector Plan 2016–2026 (an example of a country’s education plan that includes use of distance learning for out-of-school youth and adult learners)
• Malaysia’s ICT Transformation Plan for the Ministry of Education 2019–2023 (an example of a country’s ICT plans for education)
• Philippine’s Digital Strategy 2011–2015 (an example of a country’s ICT plan that includes education-related objectives and goals)
• UNESCO’s Distance Learning Solutions
• World Bank’s Knowledge Pack: Education TV
• World Bank’s Knowledge Pack: Educational Radio
• World Bank’s Knowledge Pack: Mobile Distance & Hybrid Education Solutions
• World Bank’s Lessons for Education During the Covid-19 Crisis: Continuity Stories
• World Bank’s How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic
• Global Digital Library and Global Digital Library Radio
• USAID’s Distance Learning Interactive Audio and Radio Instruction Online Library
• Omidyar Network’s Scaling Access and Impact: Realizing the Power of EdTech
• USAID’s Institutional Capacity Assessment (ICA) Tool Government to Government Education Toolkit
• USAID’s Human and Institutional Capacity Handbook 2011
• USAID’s Discussion Note: Complexity-Aware Monitoring
• USAID’s Tips on Context Monitoring
• World Bank’s Education and Technology Publications
• Omidyar Network’s Scaling Access and Impact: Realizing the Power of EdTech

In this component, users will analyze information gathered in Component 1 to determine which modalities will be included in the strategy and for what purposes. In the same tools used in Component 1 (Tools 4–7), users will utilize the needs assessment data to determine the technological, content, and pedagogical knowledge the strategy will cover (including education levels and demographics) and detailed strategies for reaching marginalized users.

Modalities

Identifying the modalities that are appropriate for implementing distance learning in a given context is key to developing a comprehensive distance learning strategy that is user-centered, designed for scale, and takes into account the needs of the most marginalized learners and educators. In this analysis, users draw on data about the technology infrastructure from sub-component 1D (Tool 4: Technology Infrastructure Landscape).

Action Points

1.  In Tool 4: Technology Infrastructure Landscape, answer the questions on coverage and connectivity and analyze which modalities are feasible and how to reach groups that are not covered.
2. In Tool 4: Technology Infrastructure Landscape, answer questions on device access and analyze which devices are feasible and how to reach marginalized groups.
3. In Tool 4: Technology Infrastructure Landscape, answer questions on software access and analyze which interfaces are feasible and how to reach marginalized groups.

 Use the analyses in Tool 4: Technology Infrastructure Landscape to identify which modalities should be used in the strategy, and how marginalized groups will be reached. Include a description on the choice of modalities in the comprehensive distance learning strategy document.

Content Planning

After determining which of the five modalities (if not all) the strategy will cover, the next step is to identify what new content, if any, should be developed to address the gaps identified in sub-component 1E (Tool 5). In identifying which content to use, the team should also consider how marginalized groups will be prioritized.

Instructional designs may include:

• Fully remote distance learning instruction: Educators and learners are in different physical spaces and use one of the five modalities. For example, a university offering online classes using synchronous and asynchronous teaching and learning through a learning management system like Google Classroom. Another example is a secondary school educator using correspondence (print-based) instruction.
• Distance learning instruction in groups: Distance learning content is received through in-person groups with a trained facilitator using the distance learning programming to deliver the content knowledge or lesson; for example, IAI listener groups. Another example is when learners are studying in a learning pod (small group of learners meeting together) using mobile phones and video instruction with the support of a rotating caregiver while the educator is in a different physical space.
• Hybrid distance learning instruction: Hybrid instruction often happens in one of two ways. First, where some of the instruction is conducted online and some in-person (e.g., online degree program with in-person three-month residency); second, when instruction occurs synchronously with learners in different places (some learners are in-person and others join from a distance). Hybrid classrooms may use any of the four main distance learning modalities to allow learners who are not physically present to participate. For example, in-service educators complete video and print-based modules on their own (asynchronous) three times a month but come together once a month for an in-person class.

Download Decision tree for choosing how content will be delivered 

Action Points

1. In Tool 5: Distance Learning Inventory, (based on work from sub-component 1E), group content by grade level and modality and analyze what content can be used or adapted according to instructional goals and equity/inclusion data.
2. In Tool 5: Distance Learning Inventory, identify what new content will be needed by modality and education level, how content will be administered (i.e., remotely, in person, or hybrid), how needs of marginalized groups are prioritized (e.g., language minority, learners with limited to no access to device), and what technological knowledge will be covered.
3. Describe the new programming and content that will be created, and how marginalized groups will be prioritized in the comprehensive distance learning strategy document.

Institutional Capacity Building Approaches

The next step in the institutional capacity-building process is to design an Institutional Capacity Development Plan for the strategy that can later be operationalized during the implementation phase. This plan will identify the human resources (i.e., content developers, trainers, leaders, and coordinators), technology, and processes that need to be established or strengthened, and the cost to do so. The guiding questions in Tool 6: Institutional Capacity Checklist walk users through the critical components of creating a capacity-building plan that can be integrated into the distance learning strategy.

Action Points

1. In Tool 6: Institutional Capacity Checklist, identify the technical team, distance learning experts, and technology devices needed. Start thinking about costs for distance learning content development, educator training, and leadership and coordination for implementation.
2. In Tool 7: Distance Learning Contextual Considerations, review the relevant contextual considerations that could hinder or enable capacity-building of target institutions (i.e., government institutions and teacher training institutions). Take note in Tool 6: Institutional Capacity Checklist of any contextual considerations that need to be made.
3. Describe the institutional capacity-building plan (i.e., the human resources and technology available and needed, the processes that need to be established or strengthened, and the cost to do so) in the comprehensive distance learning strategy document.

• World Bank’s Remote Learning Response to COVID-19
• World Bank’s Knowledge Pack: Education TV
• World Bank’s Knowledge Pack: Educational Radio
• World Bank’s Knowledge Pack: Mobile Distance & Hybrid Education Solutions
• World Bank’s Knowledge Pack: Education TV
• World Bank’s Knowledge Pack: Educational Radio
• World Bank’s Knowledge Pack: Mobile Distance & Hybrid Education Solutions
• USAID’s Best Practices on Effective Remote Socioemotional and Soft Skills Interventions in Distance Learning
• USAID’s Human and Institutional Capacity Handbook
• UNICEF’s Contingency planning, risk reduction, preparedness and response framework
• World Bank’s EdTech Decision Tree for Ministries of Education (K-12 focus)
• USAID & INEE’s Checklist for ICT Interventions to Support Education in Crises & Conflict Settings   
• USAID’s ICT4E How-To Note
• USAID’s Using ICT to Implement Universal Design for Learning
• UNDP’s A Capacity Development Plan for Civil Society Organizations in the Pacific

Designing a MEL Plan for a comprehensive distance learning strategy can take place concurrently with action points in Component 1 (e.g., as users gather information for Tool 1: Vision and Instructional Goals and Tool 2: Data & Strategies for Marginalized Groups). As with all action points, the MEL Plan should prioritize marginalized groups and follow the strategy’s guiding principles of equitable access, high-quality and inclusive programming, and capacity-building.

Aims and Objectives 

The first step in designing a MEL Plan is to determine the overarching aims and objectives for monitoring and evaluation that guide the strategy.

Action Points

• In Tool 8: MEL Plan, determine the overarching aims of monitoring and evaluation in the strategy.

Measurement

The second step in designing the MEL Plan is to determine the strategy’s MEL framework. The MEL framework visualizes the vision, goals, and subgoals for distance learning. The MEL framework should include: a) a measurable distance learning vision, b) distance learning goals, and c) distance learning subgoals.

A measurable vision defines:

•  What the purpose is (i.e., improving learning outcomes and wellbeing of learners);
•  How it will be delivered or through which modalities (e.g., radio, video, mobile phone, online, paper-based or multi-modal);
• For whom (e.g., all ages and education levels, specific marginalized groups prioritized);
•  By whom (e.g., Ministry of Education and Ministry of Youth); and
• Why distance learning is needed (e.g., increasing equitable access).

A measurable goal and subgoal shows:

• Direction of change (i.e., improved or increased);
•  What is being measured (i.e., connectivity, technological knowledge); and
• For whom (e.g., grade one learners).

Guidance on key strategies for measuring distance learning 

navigating Monitoring and Evaluation of Distance learning programs 

Developing Performance Indicators

The next step in developing the MEL Plan is to create performance indicators in Tool 8. Performance indicators measure the achievement of the strategy’s goals and subgoals and can be quantitative or qualitative, but should clearly outline what is being achieved (e.g., mastery in using devices), for whom (e.g., preschool educators), and how the data are being measured (e.g., proportion or percentage). Distance learning performance indicators will vary based on the context, modalities, intended (target) users, etc., but should at a minimum capture three domains: reach (access to technology devices, infrastructure, connectivity, etc.), engagement (participation in and use of programming), and outcomes (change in knowledge, skills, attitudes, and behaviors).

Action Points

In Tool 8: MEL Plan:

1. Paste the adapted vision, goals, and subgoals from Tool 1: Vision and Instructional Goals.
2. Adapt and create context-specific distance learning goals and subgoals (including instructional goals) in line with the strategy’s vision.
3. Create performance indicators to measure the adapted distance learning goals and subgoals.

Data Collection

For collecting performance indicator data, a combination of in-person and remote data collection approaches should be used.

Download decision three for determining data collection technology 

Action Points

In Tool 8: MEL Plan,

1. Determine how data will be collected (in person, remote, integrated).
2.  Determine through which modality data will be collected (e.g., phone, tablet, computer).

Data Capture Methods

A wide range of quantitative and qualitative methods can be used to collect data toward the performance indicators in a strategy. In A Roadmap for Measuring Distance Learning: A Review of Evidence and Emerging Practices there is detailed guidance on how to decide the most relevant methods—quantitative, qualitative, or mixed methods—for collecting data. In Tool 8: MEL Plan, users will decide if each performance indicator will be measured using quantitative, qualitative, or mixed methods.

Action Points

1.  In Tool 8: MEL Plan, determine what method (instruments, protocols) should be used for collecting data and how to include marginalized groups.
2. Include and describe the Tool 8: MEL Plan in the comprehensive distance learning strategy document.

• USAID’s Results Framework Template
• USAID’s A Roadmap for Measuring Distance Learning: A Review of Evidence and Emerging Practices
• USAID’s Technical Note: Developing Results Frameworks
• USAID’s Tips on Selecting Performance Indicators
• Kellogg Foundation’s Logic Model Development Guide
• UNDP’s Handbook on Planning, Monitoring and Evaluating for Development Results
• World Bank’s Monitoring & Evaluation: Some Tools, Methods, & Approach
• The Fletcher School’s Hitachi Center for Technology and International Affairs and Besa: Catalyzing Strategic Change’s Technology for Evaluation in Fragile and Conflict Affected States: An introduction for the digital immigrant evaluator, Working Paper

This component guides users through the cost categories to consider in order to create a budget to operationalize a distance learning strategy. These illustrative categories were designed to be consistent with those commonly used in government and non-government implementers' budgets, but with nuances specific to distance learning. There is no tool provided as it is assumed users will draw on budget templates/formats used in their particular contexts.

Per the principles of this toolkit, it is important that sufficient financial resources be dedicated to operationalizing a comprehensive distance learning strategy. The purpose of distance learning is not to promote savings, but rather to promote meaningful and high-quality teaching and learning that meets the vision and instructional goals outlined in the strategy.

Cost Categories

Guiding Questions for Creating a Budget

1. What are the general cost categories in a comprehensive distance learning strategy budget?
2. What are the labor costs to consider in a comprehensive distance learning strategy budget?
3. What are the travel costs to consider in a comprehensive distance learning strategy budget?
4. What are the equipment and supply costs to consider in a comprehensive distance learning strategy budget?
5. What are other implementation and direct costs to consider in a comprehensive distance learning strategy budget?
6. What are other administrative costs to consider in a comprehensive distance learning strategy budget?

Download cost measurement Guidance