B2 Reading Test – Remote Learning: What Works, What Doesn’t
Compare online and in-person study. B2 Reading with comprehension checks on pros/cons, evidence, and recommendations.
Read the passage and decide if each statement is True (T), False (F), or Not Given (NG).
After several years of widespread remote learning, some patterns are clear. Short, well-structured lessons with a single objective tend to keep attention better than long live lectures. Breaks, polls, and small-group rooms can raise participation—especially when teachers set concrete tasks and time limits. Asynchronous materials (readings, recorded videos, forums) help students who share devices or have part-time jobs, but they work best when paired with weekly check-ins so learners don’t feel isolated.
Technology solves only part of the problem. Stable internet and quiet space are still unevenly available, and these gaps affect performance. Camera-on rules do not guarantee engagement; clear rubrics and prompt feedback matter more. Assessment also needs adjustment: open-note quizzes, project-based tasks, and reflections can test understanding without relying on constant proctoring.
Workload and wellbeing are closely linked. Assigning many small tasks across different courses can create constant notifications and fragmented attention. Smoother courses publish a predictable schedule, bundle announcements, and provide optional “office hours.” Finally, the purpose of a course should drive the format: discussion-heavy subjects benefit from frequent, shorter live sessions, while skill practice may rely on step-by-step videos plus periodic coaching. In short, remote learning is most effective when pedagogy—not platforms—leads the design.
Short, focused online lessons often keep attention better than long live lectures.
Asynchronous materials are useless without live classes.
Weekly check-ins can reduce feelings of isolation in remote learning.
Requiring cameras to be on always leads to strong engagement.
Unequal access to quiet study space can influence student performance.
The passage recommends constant proctoring for fair assessment.
Too many small tasks across courses may fragment students’ attention.
Publishing a predictable schedule can improve the remote learning experience.
The text says discussion-heavy subjects should avoid live sessions.
Remote learning platforms are described as the main cause of low grades.