Rethinking Distance Education: The Need for Flexibility, Community, and Wellbeing
Written by Danni Foster-Brown, Head of Virtual Learning Community, Hillcrest Christian College
A Versatile Learning Pathway
For many students, traditional classroom settings provide an excellent structure for learning. However, for others, a different approach is needed—one that allows them to pursue elite sports, explore creative passions, engage in hands-on learning, or learn from home due to personal or family circumstances. Hillcrest Christian College’s Virtual Learning Community (VLC) offers a structured yet flexible education model, that bridges the gap between home-based, hands-on learning, and intentional, teacher-supported academic growth. Whether a student thrives with more autonomy, requires an adaptable schedule, or benefits from an online setting while maintaining strong community connections, Hillcrest's VLC ensures that every learner is supported, engaged, and empowered to succeed.
Addressing the Challenge of Community, Wellbeing, and Personalised Learning in Online Education
The transition to online learning, particularly during COVID-19, highlighted significant challenges in student engagement, social interaction, and personalisation. Many students reported feelings of isolation, with studies indicating that nearly 50% of students experienced increased loneliness and reduced motivation during remote learning periods (Australian Institute of Family Studies, 2022). Maslow’s Hierarchy of Needs emphasises that a sense of belonging and emotional security must be met before students can fully engage with learning (Maslow, 1943). Understanding these challenges, the Virtual Learning Community has designed a holistic virtual learning model that fosters strong student-teacher relationships, prioritises wellbeing, and ensures social connectivity alongside academic excellence.
Addressing the Challenge of Community, Wellbeing, and Personalised Learning in Online Education
The transition to online learning, particularly during COVID-19, highlighted significant challenges in student engagement, social interaction, and personalisation. Many students reported feelings of isolation, with studies indicating that nearly 50% of students experienced increased loneliness and reduced motivation during remote learning periods (Australian Institute of Family Studies, 2022). Maslow’s Hierarchy of Needs emphasises that a sense of belonging and emotional security must be met before students can fully engage with learning (Maslow, 1943). Understanding these challenges, the Virtual Learning Community has designed a holistic virtual learning model that fosters strong student-teacher relationships, prioritises wellbeing, and ensures social connectivity alongside academic excellence.
What Makes Hillcrest Virtual Learning Unique?
The VLC stands apart by addressing these challenges through a structured yet flexible learning model, offering:
Tailored Education Plans: Individualised Learning Plans allow students to work at their own pace, while still meeting academic requirements. This model nurtures independence, accountability, diversity, and academic excellence, enabling students to focus on areas of interest without sacrificing core learning outcomes.
Social Connections and Wellbeing Support: Hillcrest prioritises community and student wellbeing through structured Life Groups (Pastoral Care sessions), ensuring students remain socially connected and supported. Students gain not only academic support, but also emotional and spiritual encouragement, to help them navigate their educational journey.
Integration of Microsoft Teams as a Central Learning Hub: The VLC utilises Microsoft Teams as the primary platform for learning materials, teacher-student interaction, and collaboration. This ensures seamless communication, accessibility to resources, and consistent engagement with educators, bridging the gap between remote learning and a structured classroom experience.
SECRET Skills Framework: Hillcrest embeds the SECRET Skills (Self-Management, Effective Communication, Creative Thinking, Reflective Learning, Enquiring, and Teamwork) into the curriculum to develop essential life skills that go beyond academic achievement.
A Teacher’s Perspective on Virtual Learning: Evidence from the Classroom
The VLC is not just about flexibility; it is about fostering excellence. One teacher from the Virtual Learning Community shared:
“One of my greatest joys as a teacher at Hillcrest is watching students thrive, balancing their academic responsibilities while also pursuing personal passions. The flexibility offered by the VLC allows students to dedicate time to extracurricular activities, ensuring they succeed both academically and personally.”
This firsthand experience highlights the effectiveness of Hillcrest’s approach in allowing students to flourish academically while pursuing their individual goals.
Overcoming Common Online Learning Challenges
While virtual platforms offer numerous benefits, the VLC also recognises potential challenges and has developed strategies to address them:
Online Connectivity: Robust technical support, recorded lessons, and interactive digital resources ensure students can continue learning, even if technical difficulties arise.
Maintaining Engagement: Daily teacher interactions, regular feedback loops, and a structured approach to learning ensure students remain motivated and accountable.
Building Social Connections: Virtual Life Groups, collaborative projects, and optional on-campus events foster a strong sense of community among students across different locations.
A New Era of Personalised Education
Hillcrest Christian College’s VLC is redefining online education by offering a model that blends flexibility, structured learning, wellbeing support, and skill development. By addressing the challenges of remote learning with a student-centred approach, Hillcrest ensures that every learner—whether pursuing elite sports, needing a home-based education, or simply thriving in a more personalised environment—receives the support, engagement, and structure they need to succeed.
References:
Australian Institute of Family Studies. (2022). The impact of COVID-19 on student wellbeing and learning outcomes.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.