Fernbeschulung während der COVID-19 bedingten Schulschließungen weiterführender Schulen: Analysen zum Gelingen aus Sicht von Schülerinnen und Schülern

Züchner, Ivo; Jäkel, Hannah

doi:10.1007/s11618-021-01006-7

Cited by 20 publications

(37 citation statements)

References 15 publications

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“…In early COVID-19 pandemic-related educational research, many scholars attempted to answer these questions from a theoretical (e.g., Klieme, 2020;Köller et al, 2020;Meyer, 2020;Voss and Wittwer, 2020), quantitative (e.g., Grewenig et al, 2020;Huber and Helm, 2020a;Porsch and Porsch, 2020;Holzer et al, 2021;Steinmayr et al, 2021) and qualitative perspective (e.g., Frohn, 2020;. In line with some of these early research initiatives (e.g., Wildemann and Hosenfeld, 2020;Züchner and Jäkel, 2021) we adopted the CIPO/offer-and-use logic outlined above to delineate and identify relevant predictors of student learning during the pandemic. More specifically, we used models from homework research (e.g., Trautwein et al, 2006;Kohler, 2011).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…For example, Champeaux et al (2020), Grewenig et al (2020), Zaccoletti et al (2020), Blume et al (2021), Nusser et al (2021), andSteinmayr et al (2021) used ratings from parents to predict the learning outcomes of children during the lockdown. Dietrich et al (2020), Huber and Helm C. (2020b), Grätz and Lipps (2021), Holzer et al (2021), Pelikan et al (2021) and Züchner and Jäkel (2021) used student data to explain selfreported ability to complete tasks during distance education. These studies identified several variables that significantly predicted the rated student outcomes of primary and/or secondary students during lockdown.…”

Section: Literature Review On Explanatory Studies Predicting Student ...mentioning

confidence: 99%

“…Regarding student achievement (assessed by self-measures and external ratings), existing studies have identified the following positively correlated individual predictors: student age (Huber and Helm C. 2020b), students' subject-specific (e.g., grade point average) and interdisciplinary skills (Züchner and Jäkel, 2021), students' self-reported ability to use digital media before school closure (Züchner and Jäkel, 2021), and students' self-organization skills (Huber and Helm C. 2020b). Further, students' engagement (as reported by their parents, Steinmayr et al, 2021) and students' self-reported invested learning time (Huber and Helm C. 2020b) positively predict learning success during COVID-19 pandemicrelated distance education.…”

Section: Student Achievementmentioning

confidence: 99%

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Predictors of Central Student Learning Outcomes in Times of COVID-19: Students’, Parents’, and Teachers’ Perspectives During School Closure in 2020—A Multiple Informant Relative Weight Analysis

Helm

Huber

2022

Front. Educ.

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School closures associated with the COVID-19 pandemic very quickly led to many studies on distance education. Currently, there are only studies available that explored the importance of different features of distance education for student learning during school lockdowns in 2020 relying on a single perspective—student, parent, or teacher data. Thus, we present results from a multiple informant study in which we compared prediction models based on the different perspectives of relevant actors in the school system. Against the background of the context, input, process, and output model, we explored the impact of a broad range of features of distance education on central student learning outcomes using data from students (N = 315), parents (N = 518), and teachers (N = 499) in German and Austrian secondary schools. Although findings from relative weight analysis portray a relatively similar pattern of relevant predictors for students’ learning outcomes (i.e., self-rated achievement, learning effort, and intrinsic motivation) across the three respondent groups, some predictors largely differ between the groups. While students’ ability to self-organize emerged as the most significant predictor across all three informant groups, predictors, such as the lack of parental support during school closure, turned out to be relevant only from parents’ perspective. We discuss the implications of these findings for future educational practice and research.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Literature Review On Explanatory Studies Predicting Student ...mentioning

confidence: 99%

Section: Student Achievementmentioning

confidence: 99%

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Predictors of Central Student Learning Outcomes in Times of COVID-19: Students’, Parents’, and Teachers’ Perspectives During School Closure in 2020—A Multiple Informant Relative Weight Analysis

Helm

Huber

2022

Front. Educ.

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“…On part of the school students, the simple loss of effective learning time and the resulting learning lags seem most important [15]. Furthermore, factors such as a possible lack of support from parents and friends, a deprived social background, limited opportunities to ask understanding-related questions that are answered immediately, and a lack of familiarity with digital and self-regulated learning are discussed [59,61,64,65].…”

Section: Digital Teaching and Learning Before And During The Covid-19 Pandemicmentioning

confidence: 99%

University Teacher Students’ Learning in Times of COVID-19

2021

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At the beginning of the COVID-19 pandemic in spring 2020, school and university learning were abruptly switched to distance learning, coming along with psychological strains and various learning lags on the part of the students. These problems come to a head when focusing on university teacher students, since an expectable competence lag on their part, similarly arising from pandemic-caused distance learning in university teacher training, could affect their future teaching in schools, possibly then disadvantaging school students a second time. To determine changes of teacher students’ self-concept of professional knowledge, we used data of a repeated cross-sectional survey carried out in a period from 2018 to 2021, including several comparable cohorts of overall N = 395 teacher students. This design allowed for splitting the participants in two groups relating to times before and after switching to distance learning. Our results show that the switch to distance learning goes hand in hand with lower scores on almost every dimension of teacher students’ self-concept of professional knowledge, although, in parallel, their scores on variables such as openness to experiences, agreeableness, and conscientiousness increased significantly, indicating a certain degree of compliance with the new situation. Beyond that, we report on an evaluative survey among N = 84 teacher students carried out in July 2020, offering further insights into their situation during the first semester of distance learning. Its results primarily show which specific aspects of distance learning the students consider in need of improvement. On the other hand, it becomes clear that they experienced handicaps in various areas, accompanied by a significant decrease of their core self-evaluations when comparing them to a reference sample. Practical implications and recommendations that can be derived from these results are discussed.

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“…Besides the financial burdens families face, parents need to engage with educational media matters: To receive learning material or contact their teacher, students in primary and secondary school need technical equipment. As children and adolescents might not be familiar with handling technical equipment, parents supported particularly young children's media use (Gerhardts et al, 2020;Züchner and Jäkel, 2021). Most students reported that necessary equipment was available (Wildemann and Hosenfeld, 2020), while between 3 and 25% had difficulties with the availability of technical equipment at home (Helm et al, 2021).…”

Section: Family Contextmentioning

confidence: 99%

How Children and Adolescents Perceive Their Coping With Home Learning in Times of COVID-19: A Mixed Method Approach

et al. 2021

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With the COVID-19 pandemic, children and adolescents confronted a completely new learning situation. Instead of learning in class, they had to cope with home learning to achieve academically. This mixed-method study examines how children and adolescents in Germany perceive their coping success with home learning during the COVID-19 pandemic and how personal, school, family, and peer context factors relate to this self-perceived coping success. Quantitative data from an online survey of n=141 children (mage=10,8y) and n=266 adolescents (mage=15,2y; study 1) were used to analyze the questions with multiple regression analysis. With the qualitative data from 10 interviews with parents and their children (study 2), we examined the process of how school, family, and peer groups interact with students’ way of coping with home learning. Quantitative data show that most children and adolescents perceived their coping with home learning as successful and that school joy before COVID-19, parental support, and available equipment during home learning are still relevant for children, and family climate, calm place to learn, and equipment during home learning are important for adolescents learning at home. Qualitative data show that students apply individual ways of coping with home learning, where family and peers have a vital role, especially when contact with teachers is limited. Quantitative data confirm the importance of family context for students’ self-perceived coping success.

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Fernbeschulung während der COVID-19 bedingten Schulschließungen weiterführender Schulen: Analysen zum Gelingen aus Sicht von Schülerinnen und Schülern

Cited by 20 publications

References 15 publications

Predictors of Central Student Learning Outcomes in Times of COVID-19: Students’, Parents’, and Teachers’ Perspectives During School Closure in 2020—A Multiple Informant Relative Weight Analysis

Predictors of Central Student Learning Outcomes in Times of COVID-19: Students’, Parents’, and Teachers’ Perspectives During School Closure in 2020—A Multiple Informant Relative Weight Analysis

University Teacher Students’ Learning in Times of COVID-19

How Children and Adolescents Perceive Their Coping With Home Learning in Times of COVID-19: A Mixed Method Approach

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