Main Page Tutorials Videos

Welcome to the NUADU training tutorials for teachers and students!

Here you can find a playlist of 23 tutorial videos on a wide range of NUADU functionalities to enable you and your students to meet your academic targets and goals.

As teachers, NUADU equips you with the tools to empower your students to reach their academic ambitions, enjoy the learning process and to study easily and conveniently anywhere, anytime. These videos provide teachers with the essential NUADU skills from how to assign activities to students, how to create your own resources and questions, and how to effortlessly check student results and long-term progress using the powerful auto-marking system and data analytics.

For students, these tutorial videos will give them an easy to follow guide on how to perform all the functions they require on NUADU. They will be able to successfully complete their assigned activities, as well as take autonomy of their own learning by keeping track of their results and progress in the areas of subjects, topics, learning objectives and cognitive skills.

NUADU Indonesia Tutorials

NUADU Plilippines Tutorials

NUADU Vietnam Tutorials

Indonesia Offer

Persiapkan siswa Anda untuk ujian IELTS, TOEIC, dan TOEFL ITP

Platform penilaian online NUADU menawarkan ujian bahasa yang selaras secara internasional dan contoh ujian untuk TOEIC, IELTS, dan EPIT (setara dengan TOEFL-ITP), dilakukan secara online dan penilaian secara otomatis dengan hasil berdasarkan data. Ujian Bahasa Inggris NUADU telah diikuti oleh ribuan peserta tes dari universitas dan sekolah bahasa swasta di seluruh dunia. Program ini juga cocok untuk diterapkan program belajar pegawai korporat.


Dikombinasikan dengan konten bersertifikat dari Innova Press, NUADU merupakan cara yang lebih cepat dan lebih murah untuk melakukan evaluasi kemahiran serta untuk melakukan latihan ujian Bahasa Inggris. Anda mendapatkan hasil langsung berdasarkan penilaian otomatis dengan data sub-keterampilan yang melengkapi metrik penilaian ujian dan CEFR. Dan Anda tidak perlu membatasi kegiatan mengajar Anda pada ruang kelas Anda.


Alat penilaian NUADU memberikan data penilaian yang andal dan akurat berdasarkan kinerja siswa. Data ini mengukur kekuatan dan kelemahan siswa di tingkat keterampilan dan sub-keterampilan. Memprediksi nilai sebelum mengambil ujian nyata yang mahal, serta meningkatkan kenyamanan dan efektivitas siswa.


Peserta didik dapat berlatih secara efektif untuk mencapai skor yang ditargetkan dengan menggunakan sistem belajar mandiri, hasil otomatis, feedback yang cepat, dan identifikasi kemajuan selama proses belajar. Dengan sumber materi bersertifikat dengan pertanyaan dan tambahan soal di semua kategori ujian, memungkinkan siswa untuk belajar kapan saja, di mana saja, dan dengan perangkat apa saja.


Karena semua ujian disampaikan pada platform NUADU yang bersifat kelembagaan, sekolah dan universitas swasta dapat memiliki akses penuh untuk seluruh data yang berwadah di satu tempat.


Beberapa paket ujian yang tersedia pada platform NUADU membantu mencegah terjadinya kecurangan. Dalam platform NUADU, paket materi diperbaharui setiap 6 bulan.


Disesuaikan dengan jenis ujiannya, IELTS, TOEIC, dan EPIT, NUADU memberikan tipe soal Listening, Reading, Speaking, dan Writing di dalam program ini.


Penawaran fleksibel untuk berlangganan program ini dapat disesuaikan dengan kebutuhan institusi. Salah satunya, kami menyediakan personalisasi program ini dengan logo institusi yang terkait.

Main Page Offer

Prepare your students for IELTS, TOEIC, and TOEFL ITP tests

NUADUÔÇÖs online assessment platform offers internationally aligned language exams and mock exams for TOEIC, IELTS, and EPIT (TOEFL-ITP aligned), conducted online and automatically marked with data-driven results. NUADU English Exams have been taken by thousands of test takers from universities and private language schools around the world. Also suitable for corporate learning!

Increase your scalability and efficiency

Combined with certified content by Innova Press, NUADU is a faster and cheaper way of conducting English level evaluation as well as conducting mock-exams. You get immediate results based on automatic marking with sub-skill data following exam scoring metric and CEFR. And you donÔÇÖt have to limit your operations to the size of your classroom.

Improve school success metrics

NUADU assessment tool delivers reliable and accurate assessment data based on students’ performance. It measures studentsÔÇÖ strengths and weaknesses at both skill and sub-skill levels. Predicting scores before taking the costly real exam increases studentsÔÇÖ comfort and effectiveness.

Offer flexibility for learners

Learners can practice effectively to achieve their target score using self-study, automated results, instant feedback, and progress tracking. Certified learning resources with questions and supplementary resources in all exam categories. Allows for learning at any time, any place on any device.

Centralize your data and monitor learner’s performance

As all exams are delivered on the NUADU institutional platform, private learning schools and universities have full access to the data in one place.

Avoid cheating

Multiple packages of exams available on the platform helps to prevent cheating. Fresh packages are uploaded every 6 months.

Skill-based practice questions

Depending on the type of exam, IELTS, TOEIC, and EPIT offer Listening, Reading, Speaking and Writing types of questions.

Flexible offer

Flexible offer for purchasing packages of tests depending on institution need. Personalization with institution logo is available.

Main Page News Philippines

How to Prepare for Online Learning at Home

Most schools are now shifting to home-based learning because of the quarantine measures implemented by the government. Is your family ready for this?

Here are the things you need to prepare to facilitate your childÔÇÖs online learning and stay on track with the national curriculum.

5 Essentials for Successful Home-Based Learning

1. How much involvement is required of the parents/caregivers?

The level of involvement can vary greatly. Boxed curricula are usually designed for independent study, with the students having access to answer keys so they can grade their own work. Some online learning portals have automated grading and feedback of quizzes and activities.

Children in the middle grades or older can usually be left to study on their own for longer periods. Just be ready to set out the materials, guide them with their activities, and answer any questions they may have. Note that preschool and early elementary students require more supervision and hands-on involvement.

2. Does your child have a dedicated study area?

Does your child have a personal study area, with a desk or table he or she can work on? Ideally, each child should have his or her personal study desk in a well-lighted area.

However, space could be limited in some households, so siblings have to share study areas. If this is the case, you should set a schedule that gives each child a certain time of day to use the study area.

Also, does your child need to study in a multi-use area? Space can be so limited that children have to use a common family area like the dining table or the living room for lessons. If so, schedule who should use the area at certain times, including the rest of the family for those family times like dinner.

3. Do you have school supplies at home?

Make a list of the supplies your children will need, based on the schoolÔÇÖs program for this term. Must-haves include books, writing implements, art materials, and paper. If budget is an issue, siblings can share or reuse materials.

If you live in a small space, school bags are the easiest way to store supplies. Bags are portable, so students can carry everything they need wherever they do their school work. This is especially useful if the study area is shared or multi-use.

Do you have plenty of space at home? Consider investing in shelves. Not only do they provide more storage area, shelves are also nicer to look at.

4. What equipment or technology will they need?

Home-based learning programs usually have an online component, so each child should also have a dedicated computer, laptop, or other device for online lessons. But if they are using, say, a shared computer, create a user profile for each child so that they each can save their work safely without affecting the othersÔÇÖ works.

Which online connection is best for them: DSL, broadband, or mobile data? You also have to factor that you might need the internet bandwidth for your own work if you are working from home. For the best internet providers, ask your neighbors for recommendations.

5. How proficient is your family with technology?

Remember that you will have to learn how to use the apps and the devices that the school requires before the learning sessions begin. If you need help in this area, look up online tutorials or contact the school for help on how to use the apps and devices.

After learning how to use the tech, you will need to teach your children how to use them, if they donÔÇÖt already know. After teaching them how to use them, give them opportunities to practice so they will be able to concentrate more on the lessons than on operating the app and device correctly.

Education Continuity Plan Webinar

How can you implement the learning continuity plan with the use of technology? Find out more by attending the free Education Continuity Plan Webinar Series by NUADU, Microsoft Philippines, and Big Pond.

This 5-day online series will run from 25 MayÔÇô 29 May on the Microsoft Teams platform. Learn from Edutech practitioners and innovators about how your school can continue the learning experience beyond the four walls of the classroom.

Articles News Poland

Raport: Edukacja zdalna w praktyce ÔÇô analiza wykorzystania platformy edukacyjnej NUADU w okresie luty ÔÇô kwiecie┼ä 2020

Analiza zachowania u┼╝ytkownik├│w platformy edukacyjnej NUADU w ostatnim czasie, pozwala zaobserwowa─ç interesuj─ůce dla edukacji zdalnej wnioski i pokaza─ç proces adaptacji szkolnictwa do nowej rzeczywisto┼Ťci.

W ci─ůgu ostatnich tygodni zamkni─Öcia szk├│┼é z powodu pandemii Covid-19, w obszarze edukacji zasz┼éy ogromne zmiany. Przekszta┼écenie klasycznego modelu nauczania, w kt├│rym wyst─Öpuje codzienna interakcja pomi─Ödzy uczniem a nauczycielem, na model pracy zdalnej w tak kr├│tkim czasie okaza┼éo si─Ö du┼╝ym wyzwaniem zar├│wno dla nauczycieli, jak i uczni├│w, rodzic├│w czy dyrektor├│w szk├│┼é. Analiza zachowania u┼╝ytkownik├│w platformy edukacyjnej NUADU w ostatnim czasie, pozwala zaobserwowa─ç interesuj─ůce dla edukacji zdalnej wnioski i pokaza─ç proces adaptacji szkolnictwa do nowej rzeczywisto┼Ťci. Pr├│ba statystyczna zosta┼éa wykonana dla 50 tys. uczni├│w oraz 4 tys. nauczycieli.

1. Inicjatywa wypływa od nauczycieli

Aby zapewni─ç ci─ůg┼éo┼Ť─ç nauczania, nauczyciele musieli w bardzo kr├│tkim czasie zaadoptowa─ç technologi─Ö ÔÇô wprawdzie dost─Öpn─ů na rynku od dawna, ale dotychczas wykorzystywan─ů w szkolnictwie w relatywnie niewielkim zakresie.

Istotnym elementem procesu była adaptacja takich narzędzi jak:

  • Dzienniki elektroniczne ÔÇô wykorzystywane w szko┼éach ju┼╝ od oko┼éo dekady
  • Platformy e-learningowe i narz─Ödzia do ewaluacji wiedzy ÔÇô w ostatnich latach coraz ch─Ötniej wykorzystywane w codziennej pracy jako narz─Ödzia usprawniaj─ůce prac─Ö nauczyciela, w tym platforma NUADU
  • Narz─Ödzia do komunikacji zdalnej ÔÇô dost─Öpne na rynku od wielu lat, zazwyczaj nie sprawdzaj─ůce si─Ö w klasycznym modelu szko┼éy, prze┼╝ywaj─ůce obecnie sw├│j renesans ÔÇô np. platformy do video-konferencji, video-czaty czy nast─Öpca popularnego Skype ÔÇô aplikacja Microsoft Teams

Przyk┼éadem wzrostu zainteresowania narz─Ödziami do zdalnej edukacji s─ů statystyki u┼╝ycia aplikacji NUADU na przestrzeni lutego 2020 ÔÇô kiedy zaj─Öcia obywa┼éy si─Ö jeszcze normalnie w szko┼éach, marca 2020 ÔÇô po zamkni─Öciu szk├│┼é i kwietnia 2020 ÔÇô kiedy nauczanie zdalne sta┼éo si─Ö norm─ů.

1.1 Logowania

W okresie zamkni─Öcia szk├│┼é znacz─ůco wzros┼éa liczba logowa┼ä do aplikacji zar├│wno nauczycieli, jak i uczni├│w. W marcu, dla kont nauczycieli, wzrost wyni├│s┼é 254%, a  w przypadku kont uczniowskich ÔÇô 213%.

Wykres: Liczba unikalnych logowań do aplikacji NUADU

Warto zauwa┼╝y─ç, ┼╝e ┼Ťredni czas trwania sesji w systemie wynosi blisko 75 minut w przypadku ucznia i ponad 60 minut dla nauczyciela. Stanowi to potwierdzenie, ┼╝e u┼╝ytkownicy znajduj─ů w systemie funkcjonalno┼Ťci, kt├│re je anga┼╝uj─ů. 

1.2 Zadawanie zadań

W okresie zamkni─Öcia szk├│┼é znacznie wzros┼éa liczba zadawanych przez nauczycieli aktywno┼Ťci. Mianem ÔÇťaktywno┼ŤciÔÇŁ okre┼Ťlamy zadane przez nauczyciela zestawy indywidualnych prac w postaci zestaw├│w zada┼ä, kartk├│wek, pr├│bnych egzamin├│w.

Wykres: Liczba zadanych przez nauczycieli aktywno┼Ťci w aplikacji NUADU

Na podstawie powy┼╝szych danych mo┼╝na zauwa┼╝y─ç znacz─ůcy wzrost zadawanych aktywno┼Ťci, por├│wnuj─ůc miesi─ůc luty oraz marzec zauwa┼╝amy wzrost na poziomie 486%. Miesi─ůc kwiecie┼ä utrzymuje przewidywany trend.

1.3 Odrabianie zadań

Wsp├│┼éczynnik odrabiania zada┼ä, czyli stosunek liczby rozwi─ůzanych do liczby zadanych zada┼ä kszta┼étuje si─Ö odpowiednio dla lutego 68,5%, dla marca 73% i dla kwietnia 74%. Pokazuje to, ┼╝e uczniowie ch─Ötnie rozwi─ůzuj─ů przydzielone zadania w aplikacji, zar├│wno w modelu klasycznej szko┼éy (miesi─ůc luty) jak i modelu pracy zdalnej (miesi─ůc marzec i kwiecie┼ä).  

Wykres: Liczba zadanych i odrobionych zadań w aplikacji NUADU

Na podstawie powy┼╝szych danych mo┼╝na zauwa┼╝y─ç, ┼╝e nauczyciel swoimi dzia┼éaniami w systemie definiuje spos├│b pracy uczni├│w co bezpo┼Ťrednio przek┼éada si─Ö na wzrost ich u┼╝ycia i zainteresowania aplikacj─ů NUADU. Tak jak w klasycznym modelu szko┼éy, nauczyciel jest g┼é├│wnym motorem pracy ucznia.

2. Najpopularniejsze funkcjonalno┼Ťci

System NUADU, zaprojektowany z my┼Ťl─ů o usprawnieniu procesu nabywania i ewaluacji wiedzy, oferuje nauczycielom szereg funkcjonalno┼Ťci, takich jak zadawanie i tworzenie w┼éasnych zada┼ä, automatyczne sprawdzanie rozwi─ůza┼ä, narz─Ödzia umo┼╝liwiaj─ůce indywidualizacj─Ö procesu nauczania w oparciu o gromadzone dane, czy rozbudowan─ů baz─Ö materia┼é├│w interaktywnych oraz scenariuszy lekcji.  

Wykres: Liczba zadanych i zrealizowanych aktywno┼Ťci w aplikacji NUADU

W pocz─ůtkowym okresie zamkni─Öcia szk├│┼é nauczyciele korzystali g┼é├│wnie z zadawania uczniom gotowych zestaw├│w zada┼ä, automatycznie sprawdzanych przez system. Wraz z wyd┼éu┼╝aniem si─Ö nauczania zdalnego zacz─Öli ch─Ötniej korzysta─ç z innych aktywno┼Ťci, takich jak kartk├│wki czy egzaminy pr├│bne. Najwi─Ökszym jednak wzrostem zainteresowania ciesz─ů si─Ö do tej pory niewykorzystywane gotowe scenariusze lekcji.

3. Gotowo┼Ť─ç nauczycieli w zakresie wykorzystania narz─Ödzi do nauki zdalnej

Nauczyciele, a w szczeg├│lno┼Ťci ci z du┼╝ym do┼Ťwiadczeniem pedagogicznym nabytym w klasycznym modelu nauczania, wykazuj─ů potrzeb─Ö nabywania wiedzy i umiej─Ötno┼Ťci zwi─ůzanych z obs┼éug─ů narz─Ödzi do edukacji zdalnej, w tym korzystania z komputera czy tabletu.

Zwi─Ökszone zainteresowanie prowadzonymi przez NUADU szkoleniami, organizowanymi webinarami, udost─Öpnianymi samouczkami czy wzmo┼╝one korzystanie ze wsparcia czatu dost─Öpnego 24/7 ┼Ťwiadczy o lawinowym wzro┼Ťcie zaanga┼╝owania nauczycieli.  

Wykres: Liczba zgłoszeń dokonanych przez czat

W marcu liczba zapyta┼ä dotycz─ůcych praktycznych aspekt├│w wykorzystania systemu NUADU zg┼éoszonych za po┼Ťrednictwem linii wsparcia wzros┼éa czterokrotnie w stosunku do lutego.

4. Gotowo┼Ť─ç szk├│┼é

Szko┼éy, kt├│re wdro┼╝y┼éy NUADU kilka miesi─Öcy czy lat temu, wykazuj─ů znacznie wi─Öksze zainteresowanie i u┼╝ycie systemu w okresie zamkni─Öcia szk├│┼é w por├│wnaniu ze szko┼éami, kt├│re dopiero zaczynaj─ů technologi─Ö wdra┼╝a─ç. Przyk┼éadem jest Miasto Gdynia i Warszawa (dzielnica Targ├│wek), gdzie zaobserwowane u┼╝ycie, zar├│wno przez nasz zesp├│┼é, a tak┼╝e przez w┼éodarzy, kt├│rzy maj─ů dost─Öp do statystyk w czasie rzeczywistym by┼éo znacznie wy┼╝sze. W marcu liczba zadanych w tych szko┼éach zada┼ä by┼éa o 40% wi─Öksza ni┼╝ w pozosta┼éych szko┼éach.

Obecnie z rozwi─ůzania NUADU korzysta w Polsce oko┼éo 150 szk├│┼é. Dla przewa┼╝aj─ůcej wi─Ökszo┼Ťci z nich, narz─Ödzie sta┼éo si─Ö z dnia na dzie┼ä domy┼Ťlnym rozwi─ůzaniem umo┼╝liwiaj─ůcym kontynuacj─Ö procesu kszta┼écenia.

Warto r├│wnie┼╝ zauwa┼╝y─ç, ┼╝e wszystkie nowe wdro┼╝enia systemu NUADU w szko┼éach w miesi─ůcu marcu i kwietniu odby┼éy si─Ö w pe┼éni zdalnie, w tym prezentacja rozwi─ůzania, podpisanie dokument├│w, konfiguracja i szkolenia. ┼Üwiadczy to o wi─Ökszej otwarto┼Ťci jednostek edukacyjnych na zdalny proces wsp├│┼épracy.

5. Zaanga┼╝owanie rodzic├│w w proces nauczania

Rodzice pe┼éni─ů obecnie jedn─ů z g┼é├│wnych r├│l w procesie edukacyjnym uczni├│w. Warto zauwa┼╝y─ç, ┼╝e wzrasta w┼Ťr├│d nich ┼Ťwiadomo┼Ť─ç znaczenia wykszta┼écenia dziecka dla jego p├│┼║niejszego ┼╝ycia, co powoduje, ┼╝e rodzice staj─ů si─Ö partnerami w┼éadz pa┼ästwowych i szko┼éy w sprawach edukacji.

W aplikacji NUADU rodzic pe┼éni rol─Ö ÔÇ×nadzorcyÔÇŁ nad procesem edukacyjnym dziecka. Ma mo┼╝liwo┼Ť─ç:

  • podgl─ůdu statusu aktywno┼Ťci zleconych dziecku,
  • przegl─ůdu terminu uko┼äczenia aktywno┼Ťci,
  • przegl─ůdu raportu wynik├│w aktywno┼Ťci wraz z widokiem wszystkich pr├│b odpowiedzi udzielonych przez dziecko.
Wykres: Liczba unikalnych logowań Rodziców do aplikacji NUADU

W okresie zamkni─Öcia szk├│┼é zauwa┼╝yli┼Ťmy znacz─ůcy wzrost zainteresowania platform─ů w┼Ťr├│d rodzic├│w. Wynika to z faktu, i┼╝ rodzice zacz─Öli organizowa─ç czas nauki swojego dziecka, nierzadko udost─Öpniaj─ůc sw├│j komputer. W por├│wnaniu do lutego 2020, zanotowali┼Ťmy wzrost logowa┼ä rodzic├│w o 349,3% w marcu.

6. Dobry czas na samodzieln─ů nauk─Ö

W okresie zamkni─Öcia szk├│┼é uczniowie, opr├│cz odrabiania zadanych przez nauczycieli w systemie aktywno┼Ťci, zacz─Öli w wi─Ökszym stopniu korzysta─ç z funkcjonalno┼Ťci Praca w┼éasna, kt├│ra pozwala samodzielnie nadrobi─ç braki z danego obszaru. Wzrost zainteresowania wyni├│s┼é w marcu 400%.  

Wykres: Praca w┼éasna – liczba zadanych aktywno┼Ťci w aplikacji NUADU

W tym okresie te┼╝, NUADU podj─Ö┼éo decyzj─Ö o udost─Öpnieniu uczniom klas IV ÔÇô VIII materia┼é├│w edukacyjnych w postaci zada┼ä i materia┼é├│w interaktywnych do pracy indywidualnej. Oznacza to, ┼╝e ka┼╝dy ucze┼ä mo┼╝e nabywa─ç wiedz─Ö i rozwija─ç swoje umiej─Ötno┼Ťci samodzielnie, bez udzia┼éu nauczyciela. To kolejna metoda pracy zdalnej bardzo ch─Ötnie wykorzystywana przez uczni├│w, o czym m├│wi poni┼╝sze zestawienie obrazuj─ůce liczb─Ö wygenerowanych zestaw├│w ÔÇ×Pracy w┼éasnejÔÇŁ.

7. Podsumowanie

Pocz─ůtki edukacji zdalnej jak pokazuj─ů powy┼╝sze wnioski nie s─ů tak trudne, jak by si─Ö mog┼éo wydawa─ç. Droga do wymarzonej edukacji bywa wyboista, natomiast transformacja si─Ö zacz─Ö┼éa i trwa.

Wraz z otwarciem si─Ö szk├│┼é na technologi─Ö niezb─Ödn─ů do prowadzenia zaj─Ö─ç zdalnie realna staje si─Ö wizja wsparcia nauczycieli w obszarach mo┼╝liwych do obs┼éu┼╝enia przez technologi─Ö, tak aby mogli skupi─ç si─Ö na tym co najwa┼╝niejsze ÔÇô nauczaniu i wsparciu uczni├│w.

Aktualnie platforma NUADU wyr─Öcza nauczyciela w sprawdzaniu zadanych uczniom zada┼ä, pokazuje indywidualne wyniki ka┼╝dego ucznia, podpowiada tre┼Ťci pomagaj─ůce uzupe┼éni─ç wiedz─Ö uczni├│w, pozwala oszcz─Ödzi─ç czas nauczyciela na rutynowych czynno┼Ťciach i wskazuje obszary, w kt├│rych uczniowie wymagaj─ů pomocy.

Czerpanie z dobrodziejstw technologii pozwoli na zmian─Ö roli nauczyciela w procesie edukacyjnym z klasycznej, w kt├│rej jest osob─ů przekazuj─ůc─ů zagadnienia do opanowania (Content provider) na osob─Ö b─Öd─ůc─ů wsparciem, pomagaj─ůc─ů uczniom osi─ůgn─ů─ç wyznaczone cele (Facilitator).

Zmiana ta, opisywana od lat w ┼Ťwiatowej literaturze pedagogicznej, jest wysoce po┼╝─ůdana, poniewa┼╝ prowadzi do d┼éugo wyczekiwanej ewolucji podej┼Ťcia dotycz─ůcego kszta┼écenia uczni├│w o stale zmieniaj─ůcych si─Ö potrzebach. Cyfrowy ┼Ťwiat, a co za tym idzie zdalna edukacja, umo┼╝liwiaj─ů t─Ö transformacj─Ö w najprostszy i najmniej inwazyjny spos├│b.


Michał Korpys
Chief Product Officer NUADU
Alicja Wanat
Marketing Manager at NUADU

Dla nauczycieli zainteresowanych wdro┼╝eniem NUADU w szkole:

Dla rodzic├│w i uczni├│w zainteresowanych zadaniami i zasobami wiedzy dla klas IV – VIII w aplikacji NUADU:

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Distance Learning in Practice ÔÇô NUADU Educational Platform Usage Report from February to April 2020

An analysis of user behavior on the NUADU platform in the past quarter has yielded interesting observations and conclusions for remote education and the process of adapting to the new reality.

In the last weeks of school closures due to the Covid-19 pandemic, tremendous changes have occurred in the area of education. Transforming the classic teaching model, in which there is daily interaction between student and teacher, into a model of remote work in such a short time turned out to be a big challenge for everyone: teachers, students, parents, and school administrators.

Since then, weÔÇÖve seen an unprecedented increase in the use of the NUADU educational platform, offering us a unique opportunity to analyze the behavior of our users. Our platform has allowed us to gather a wealth of data on remote education and the process of adapting to the safety measures of a new reality. The statistical sample was made for 50,000 students and 4,000 teachers.

1. The initiative comes from teachers

To ensure continuity of teaching, teachers had to include the existing technology in the teaching process in a very short time. While most of the online solutions have been available on the market for several years, the adoption rate has been relatively low before the pandemic.

An essential element of the process was the adaptation of tools such as:

  • Digital grade book ÔÇô Class or learning management systems have been used in schools for about a decade.
  • E-learning platforms and knowledge evaluation tools – In recent years, they have been increasingly used in everyday work as tools to improve a teacher’s job.
  • Remote communication tools ÔÇô These have been available on the market for many years, but they usually do not work well in the classic school model. Given the need for social distancing, these tools are currently experiencing a surge in popularity – e.g., video-conference platforms and video-chats. Among them is the successor of Skype, the Microsoft Teams application.

Indicators of increased interest in remote education tools are statistics on the use of the NUADU application in the past three months. This covers the period when classes were still taking place in schools (February 2020), the widespread school closures due to the pandemic (March 2020), and the point when distance learning became the norm (April 2020). 

1.1 Login

During the school closure period, the number of logins to the application by both teachers and students increased significantly. In March, there was a 254% increase in teacher account logins and a 213% increase for student accounts.

Number of unique logins in NUADU educational platform
Chart: Number of unique logins in NUADU app

It is worth noting that the average duration of a session on the NUADU platform is close to 75 minutes for a student and over 60 minutes for a teacher. This confirms that our users find functionalities in the system that engage them and address their needs.

1.2 Assigning activities

During the school closing period, the number of activities assigned by teachers increased significantly. The term “activities” includes assignments, quizzes, and exams in the system.

Number of assigned activities by teacher  in NUADU educational platform
Chart: Number of assigned activities by Teacher in NUADU app

Based on the above data, we noticed a significant growth in assigned activities. We observed an increase of 486% from February to March 2020, a level that was sustained in the month of April.

1.3 Solving assignments

We also looked at the solving assignments ratio: the ratio of the number of solved activities to the number of assigned activities. This ratio was 68.5% for February, 73% for March, and 74% for April. These numbers show that students are happy to solve assigned tasks in the application, both in the classic school model (February) and the remote work model (March and April).

Number of assigned and solved activities  in NUADU educational platform
Chart: Number of assigned and solved activities in NUADU app

Based on the above data, it can be seen that the teacher defines how students work in the system, which directly translates into an increase in their use and interest in the NUADU application. As in the classic school model, the teacher is the main driver of the student’s work.

2. The most popular functionalities

The NUADU system, designed to improve the process of acquiring and evaluating knowledge, offers teachers several features, such as assigning and creating their tasks and automatic checking of answers. Other features include enabling individualization of the teaching process based on the collected data as well as an extensive database of interactive materials and lesson scenarios.

Distribution of activities assigned to students  in NUADU educational platform
Chart: Distribution of activities assigned to students in NUADU app

In the initial school closing period, teachers mainly used ready-made assignments, which were automatically checked by the system. With the extension of distance learning, they began to use other activities, such as quizzes and exams. However, e-lessons rarely used before this school closure got the highest interest.

3. The willingness of teachers to use remote learning tools

Teachers, especially those with extensive pedagogical experience acquired in the classic teaching model, demonstrate the need to acquire knowledge and skills related to the use of remote education tools, including the use of a computer or tablet.

This resulted in a boost in interest in the training resources conducted by NUADU, including the webinars and shared tutorials. WeÔÇÖve also seen an increased use of our 24/7 chat support, which is further evidence of more teacher involvement. 

Number of incidents made through chat  in NUADU educational platform
Chart: Number of incidents made through chat in NUADU app

In March, the number of inquiries submitted via the NUADU support line increased four times compared to February.

Report on distance learning by NUADU educational platform

4. Readiness of schools

Schools that implemented NUADU a few months or years ago show much more interest and use of the system compared to schools that are just beginning to implement the technology. In March, the number of assignments given in these schools was 40% higher than in other schools.

Overnight, the tool became the default solution and enabled the continuation of the learning process. It worth noting that all new implementations of the NUADU system in schools in March and April took place entirely remotely, including the presentation of the solution, signing of documents, configuration, and training. This proves that educational units are more open to the remote implementation process than ever.

5. Parental involvement in the teaching process

Parents currently play a leading role in the educational process of students.

Number of unique logins of parents  in NUADU educational platform
Chart: Number of unique logins of Parents in NUADU app

During the school closing period, we noticed a significant increase in interest in the platform among parents. This is because parents began to organize their child’s learning time, often sharing access to the same device. We recorded an increase of 349.3% in parents’ logins in March compared to February.

6. Opportunity for self-study

During the school closing period, in addition to homework set by the teachers in the activity system, the students began to use the Own Work functionality to a greater extent, which allows them to make up for deficiencies in a given area. The increase in interest reached 400% in March. 

Self-study - number of assigned activities  in NUADU educational platform
Chart: Self-study – number of assigned activities
Raport on distance learning by NUADU educational platform

7. Summary

The beginnings of remote education, as the above conclusions show, is not as difficult as expected. The road to better education can be challenging, but the transformation has begun and will continue given the current global conditions.

With the opening of schools to the technology necessary to conduct classes remotely, the vision of supporting teachers in areas that can be served by technology becomes real. This allows them to focus on what is most important – teaching and helping students.

Currently, the NUADU platform helps teachers:

  • check the tasks assigned to students,
  • assess and show the individual student progress,
  • suggest content that supplements student knowledge,
  • save time on routine activities, and
  • identify areas in which students need help.

Leveraging the benefits of technology will allow a much-needed change in the teacher’s role in the educational process from classic, a person who transfers the issues for mastery (content provider), to a more supportive role that helps students achieve their goals (facilitator)

This paradigm shift, which has been described in the world pedagogical literature for years, is highly desirable because it leads to the long-awaited evolution of the approach to educating students with continually changing needs. The digital world, specifically remote education, allows this transformation in the most straightforward and effective way.


Michał Korpys
Chief Product Officer at NUADU
Alicja Wanat
Marketing Manager at NUADU

For business enquires please contact

Andry Halim
Chief Commercial Officer at NUADU
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5 Strategies to Boost Participation in Online Classes

When you conduct online classes, you need to deal with the lack of face-to-face interaction, distractions, technical issues, and the uncertainty of a pandemic. Here are the tips for encouraging student participation during an online class.

Home-based learning is experiencing a surge in popularity as most countries go on lockdown to curb the spread of the coronavirus. Whether your school plans to do this long term or simply as a stop-gap measure, you now need to figure out how to teach effectively and completely in a remote setup.

Teaching online involves more than having the right resources and a good internet connection. You have to take the lead and help your students adjust to the new normal. After all, it is quite a contrast to the classroom environment that you and your students are used to.

When you conduct online classes, you need to consider the challenges and possibilities of a virtual class. You and your students have access to an amazing set of resources and participation modes on the combined NUADU platform and MS Teams. At the same time, you need to deal with the lack of face-to-face interaction, distractions, technical issues, and the uncertainty of a pandemic.

Good thing we have these tips for encouraging student participation during an online class.

1. Clarify Your Purpose

Students tend to participate more if they know that there is a point to what they are doing. They need to know that they will learn something useful and relevant. So, whenever you ask them to do an activity or lead them into a discussion, clarify your objectives and how they lead to the main learning outcomes of the course.

2. Set Clear Guidelines

Setting clear guidelines and expectations about commitment, time, work, and effort helps give students a structure to their learning. This would give a more concrete direction to the course and a more tangible gauge to student progress.

Phrase these guidelines as suggestions, not hard and fast rules. Invite your studentsÔÇÖ input about what seems realistic given their individual contexts. When you agree on the guidelines, students are more likely to follow them as they feel that their needs and contributions are valued. These are extraordinary times, so provide a bit of flexibility and extend grace if these guidelines are not followed perfectly.

3. Ask Engaging Questions

What kind of questions are boost participation in an online class? The same type that makes classroom discussions come alive:

  • Open-ended ÔÇô Answerable by more than yes/no, these questions move students to elaborate and explain.
  • Elicits higher thinking and reflection ÔÇô Good questions also move students to analyse, assess, dig deeper, and explore possibilities.
  • Requires the students to use the course content to build their answers ÔÇô Good questions build upon the courseÔÇÖs content, giving students a progressing view of the subject matter as each topic is connected to what was discussed before.

4. Provide Diverse Activities

Classes shouldnÔÇÖt always be just question-and-answer sessions. Create suitable activities like problem-solving, case studies, and others. But make sure these activities achieve the learning objectives, not just busywork.

5. Give Valuable Feedback

As your students progress through the course, give each of them feedback that would help them assess and see where they are ÔÇö what they are doing good, and what they need to improve. Use NUADUÔÇÖs assessment tools to help you make proper assessments and recommend exercises and activities for each student.

Interested in a home-based learning tool that you can set up in a day? Ask about NUADUÔÇÖs Online Class, a distance learning solution in partnership with Microsoft.

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5 Tips for Parents for Effective Home-Based Learning

With so many schools closing because of the coronavirus, your children may now be staying at home with you and you have to make sure their education continues. Here are five tips to help your children continue their education at home.

1. DonÔÇÖt Overthink It

No one is expecting you to recreate your childÔÇÖs classroom experience. So, make your own. Use the resources that your childÔÇÖs school is offering ÔÇö online classes, physical books, and other materials. On top of that, use what materials you have at home.

2. Set up a Learning Space

Your child will need┬áa place where she could focus on her lessons or activities. This could be the childÔÇÖs room or a part of the living room. And if the school offers online lessons, the computer should be accessible to her and you as the facilitating adult. Her other school material within reach, as well, or stored in an easily-movable case so the child can take them wherever she feels comfortable studying.

3. Have a Realistic Schedule

While youÔÇÖre not expected to recreate your childÔÇÖs classroom in your home, it would do her good to┬ámaintain the schedule structure┬áthat she is used to when she was going to school. It would give her a sense of routine, of her doing school except that itÔÇÖs at home. But if you observe that your child learns better at a different time of the day, adjust the schedule accordingly. The goal, after all, is for your child to continue learning, not to maintain school schedules.

4. Be a Facilitator

You donÔÇÖt have to be your childÔÇÖs teacher. If your childÔÇÖs school has shifted to a home-based learning system with online classes, you will act more like a┬áfacilitator or teacherÔÇÖs aide. Just follow the program but be ready to answer any questions that your child may ask.

If you were homeschooling your child even before the coronavirus pandemic, you are the still primary teacher. But now, you have to find ways to fill the gaps left by tours, music lessons, sports clubs, and other out-of-the-house learning activities that are now cancelled. For this, the internet is your friend. Look for virtual tours, documentaries, demo videos, and other learning media that you can use.

5. You DonÔÇÖt Need to Study the Whole Day

Limit dedicated schooling time. Allow for some free time for your children to stretch their minds and bodies in more leisurely activities, or just relax. Let them play with their toys or draw what they want to draw, or do whatever they find enjoyable. If they miss their friends, set up an online meeting for them. You can also do the same for yourself and your friends.

Just because school premises are closed doesnÔÇÖt mean learning has to stop. Make the most of what you have and what the schools offer to keep your children learning.

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12 Proven Ways for Effective Distance Learning

As COVID-19 continues to spread and cities go into quarantine, more schools have been forced to close. These closures may go on for weeks, even months.

How can teachers and school administrators step up to the challenge?

Thanks to the internet and collaborative software, teachers can still conduct lessons online.

Teachers can set up virtual classrooms with teamwork hubs like Microsoft Teams, which is available for free to educational institutions. Using this tool, teachers can show PowerPoint presentations, use a digital whiteboard in real-time, and share links to the best online supporting sources.

Here are some tips that will help you get the best results from distance learning tools:

  1. Record lectures instead of streaming
  2. Show your face for a personal touch
  3. Limit each lesson 15 minutes or less
  4. Test if slides are mobile-friendly
  5. Use existing open-access resources
  6. Give specific and detailed instructions
  7. Provide interactive activities
  8. Make sure all content and navigation are accessible using the keyboard alone
  9. Set reasonable expectations
  10. Use auto-checking to measure participation
  11. Use group communications carefully
  12. Let students take control of certain activities

DonÔÇÖt forget to express sympathy and encouragement to both students and their parents, who often oversee the online lessons at home. These are trying times, but we can still maintain connection even while practicing social distancing.

Interested to start home education with online tools? NUADU, in partnership with Microsoft, can help you set up a virtual classroom.


Set up a collaborative online classroom using the right tools

NUADU combined with Microsoft Teams is a complete solution in which teachers can run their classroom via videoconferences and track the progress of every individual student according to the curriculum. 

A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19. Classes will be run online using wise tools or will not be run at all.

Our ultimate goal is to give teachers and education authorities as much as is needed to continue their day to day activities, ensuring that their students are progressing in this challenging and sudden environment that surrounds us all.

NUADU combined with Microsoft Teams solution has a complete solution in which teachers can run their classroom via live video conferencing tools and, at the same time, track the progress of every individual student according to the curriculum.

The solution is strictly designed for school usage so the teachers can maintain their roles and continue to work in a home-based condition.

Setting up is smooth like a plug and play tools, so do not have to worry about bureaucracy, meetings, and workshops.

NUADU and Microsoft Teams solution enable teachers to:

  • Screen share PowerPointsÔÇÖ, website resources other additional resources to all participants joining the online classroom;
  • Launch assignment in the classroom just like in a physical one;
  • Conduct live lectures and face to face feedback sessions; ┬á
  • Record and share for future repetitions; ┬á
  • Use ready-made content for their convenience;
  • Chat with students and in the group; ┬á
  • Track progress linked to curriculum and syllabus; ┬á

Do not hesitate to make the right choice for your school.

Contact us and our representative will guide you to the Collaborative Online Classroom.