Remote Learning in School Bands During the COVID-19 Shutdown
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ABSTRACT:
SUBMITTER: Hash P
PROVIDER: S-EPMC7723736 | biostudies-literature | 2020 Dec
REPOSITORIES: biostudies-literature
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Project description:This paper reports the findings of a descriptive survey research that explored secondary school students' experiences with mathematics remote learning during the Corona Virus Disease 2019 (COVID-19) school closure. The study involved 367 students of ages 13 to 21 selected from six secondary schools in Kitwe district of Zambia using the cluster random sampling method. Using a mixed-methods research approach, quantitative and qualitative data were merged to provide a comprehensive analysis of the main findings in the context of the existing literature, the government's response to COVID-19 school closure, and the challenges associated with remote learning during that time. Research findings show that more than 56% of the respondents did not have sufficient access to Information and Communication Technologies (ICT), electricity, and internet services. Most of these respondents also held a belief that mathematics is a subject that is best learned with face-to-face interactions between the teacher and students, and among students. These results suggest a need for the education systems in Zambia and other similar contexts to put up infrastructure that supports the blended and online learning models during and after the COVID-19 pandemic.
| S-EPMC8287231 | biostudies-literature
Project description:This systematic review describes the effects of COVID-19 lockdowns on children’s learning and school performance. A systematic search was conducted using three databases. A total of 1787 articles were found, and 24 articles were included. Overall, academic performance was negatively affected by COVID-19 lockdowns, with lower scores in standardized tests in the main domains compared to previous years. Academic, motivational, and socio-emotional factors contributed to lower performance. Educators, parents, and students reported disorganization, increased academic demands, and motivational and behavioral changes. Teachers and policymakers should consider these results in developing future education strategies.
| S-EPMC10266495 | biostudies-literature
Project description:The COVID-19 pandemic has closed schools around the world, forcing school systems and students to quickly attempt remote learning. We conducted a rapid response phone survey of over 1500 high school students aged 14 to 18 in Ecuador to learn how students spend their time during the period of quarantine, examine their access to remote learning, and measure their mental health status. We find 59 percent of students have both an internet connection at home and a computer or tablet, 74 percent are engaging in some online or telelearning, and 86 percent have done some schoolwork on the last weekday. Detailed time-use data show most students have established similar daily routines around education, although gender and wealth differences emerge in time spent working and on household tasks. Closure of schools and social isolation are the two main problems students say they face, and while the majority are mostly happy, 16 percent have mental health scores that indicate depression.
| S-EPMC7581322 | biostudies-literature
Project description:When the COVID-19 pandemic was declared in March 2020, the lives of families all over the world were disrupted. Many adults found themselves working from home while their children were unable to go to school. To better understand the potential impact of these educational disruptions, it is important to establish what learning looked like during the first school shutdown in the spring of 2020, particularly for the youngest learners who may feel the longest lasting impacts from this pandemic. Therefore, the purpose of the current descriptive study was to gather information on how kindergarten teaching and learning occurred during this time, what the biggest barriers were, and what concerns educators had regarding returning in person to the classroom setting. The sample for the current study was 2569 kindergarten educators (97.6% female; 74.2% teachers, 25.8% early childhood educators) in Ontario, Canada. Participants completed a questionnaire consisting of both quantitative scales and qualitative open-ended questions. Educators reported that parents most often contacted them regarding technological issues or how to effectively support their child. The largest barrier to learning was the ability of both parents and educators to balance work, home life, and online learning/teaching. With regards to returning to school, educators were most concerned about the lack of ability of kindergarten aged children to do tasks independently and to follow safety protocols. Our findings highlight unique challenges associated with teaching kindergarten during the pandemic, contributing to our understanding of the learning that occurred in Ontario during the first COVID-19 shutdown.Supplementary informationThe online version contains supplementary material available at 10.1007/s10643-021-01304-z.
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Project description:Student engagement in online learning enhance students performance and the outcomes of the learning process in online learning environment. The existed literature revealed various factors influencing student engagement in online leaning, however these studies were before the COVID-19 crisis. The purpose of the current paper is to explore the factors that influence student engagement in online learning during the COVID-19 crisis in middle school settings in developing countries where is a lack of studies about the factors influencing student's engagement in emergency remote learning during the crisis. A qualitative approach was used for data collection and analysis. Semi-structured interviews with 34 participants (14 students, 13 teachers, and 7 parents) were conducted for 20-30 min. Furthermore, online class observations were used for data collection; 13 online classes were observed. Each class was 40 min. A thematic analysis was used to categorize the findings into themes and subthemes. The findings of the study revealed that various factors influence student engagement in online learning during the crisis including infrastructure factors, cultural factors, digital inequality, and the threat to digital privacy. Cultural factors were the important factor that influences females because of parents' culture and their bias against females using online learning compared to male students. Teachers' presence and quality of content were the major factors that influence student engagement, where parental concerns, norms, and traditions emerged as the major factors in the crisis, influencing engagement. Most of the participants reported that teaching and learning online during the crisis has broadened the digital inequality and threatened their digital privacy which influenced negatively student engagement. The limitations of this research included the limited number of participants covering a large geographic area, and the research design using diverse and often limited educational software and delivery methods. Future studies could utilize a mixed-method approach and include more participants.Supplementary informationThe online version contains supplementary material available at 10.1007/s10639-021-10566-4.
| S-EPMC8077864 | biostudies-literature
Project description:ObjectiveOur study investigates how changes in family contexts were associated with child behaviors during Ohio's COVID-19 shutdown of early 2020.BackgroundThe COVID-19 pandemic caused major economic and social changes for families. Rapid research was conducted to assess these changes and their potential impacts on child behaviors.MethodUsing a diverse sample of families with children aged birth to 9 years (N = 559), we describe key economic changes and parent-reported stressors experienced during Ohio's shutdown period. Then, we use regression models to examine how these family conditions were associated with child emotional distress and changes in sleep routines.ResultsWhen parents experienced more total COVID-19 pandemic-related stressors, they also reported that their children exhibited more anxious and withdrawn, fearful, acting out, and COVID-19 pandemic-related behaviors (p < 0.01).ConclusionFamilies and children living at home in Ohio experienced significant stress during the shutdown. These findings can be used to inform future studies of the social and economic consequences of the COVID-19 pandemic for parents and children.ImplicationsFamilies and children have experienced multiple stressors during the COVID-19 pandemic. Researchers and practitioners should continue to monitor and support families and children to mitigate potential lasting consequences.
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Project description: Not available
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Project description:Academically productive talk (APT) in classrooms has long been associated with significant gains in student learning and development. Yet, due to COVID-19 related restrictions, teachers around the world were forced to adapt their teaching to online, remote settings during the pandemic. In this investigation, we studied APT in junior high school during extended online, remote teaching spells. Specifically, we focused on the extent APT was a part of online teaching practices, what characterized teachers who tended to promote APT more in online, remote teaching, and associations between APT and teacher well-being, as well as student motivation and engagement. Findings from two survey studies (Study 1: 99 teachers, and 83 students; Study 2: 399 teachers) revealed the following patterns: Students and teachers agreed that APT was used to a lesser extent in remote, online classes, and associated with more interactive instructional formats (whole classroom discussion, peer group work, and questioning), but not with frontal teaching and individual task completion. Teachers with a higher sense of teaching self-efficacy, autonomous orientations, and higher empathy tended to promote APT in online, remote teaching more. More APT was associated with greater teachers' work-related (i.e., lower burnout, more commitment to teaching, and lower turnover intentions) and psychological well-being (i.e., less depressive and anxiety symptoms, and higher subjective well-being). Finally, student experiences with APT in online, remote learning was positively associated with learning motivation and engagement. Theoretical and practical implications are discussed.
| S-EPMC8881193 | biostudies-literature
Project description:This study utilized a nationally distributed survey to explore early childhood teachers' experience of providing remote learning to young children and their families during the early months of the U.S. response to the COVID-19 pandemic. A convergent parallel mixed-methods design was used to analyze 805 participants' responses to closed and open-ended survey questions. Results indicated that teachers provided various remote learning activities and spent more time planning instruction and communicating with families than providing instruction directly to children. Early childhood teachers reported several positive aspects of remote learning and various challenges during the initial months of the pandemic. Study findings are discussed in the context of policy and practical implications for supporting early childhood teachers to deliver high-quality and developmentally appropriate remote learning for all young children and their families.
| S-EPMC8934718 | biostudies-literature
Project description:We document large temporal and geographical discrepancies among prominent trackers that measure in-person, hybrid, and remote schooling in the U.S. during COVID-19. We then propose a new measure of effective in-person learning (EIPL) that combines information on schooling modes with cell phone data on school visits and estimate it for a large, representative sample of U.S. public and private schools. The EIPL measure, which we make publicly available, resolves the discrepancies across trackers and is more suitable for many quantitative questions. Consistent with other studies, we find that a school's share of non-white students and pre-pandemic grades and size are associated with less in-person learning during the 2020-21 school year. Notably, we also find that EIPL was lower for schools in more affluent and educated localities with higher pre-pandemic spending and more emergency funding per student. These results are in large part accounted for by systematic regional differences, in particular political preferences.
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