How many students could continue learning during COVID-19-caused school closures? Introducing a new reachability indicator for measuring equity of remote learning

Avanesian, Garen; Mizunoya, Suguru; Amaro, Diogo

doi:10.1016/j.ijedudev.2021.102421

Cited by 36 publications

(28 citation statements)

References 3 publications

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“…The use of online platforms such as Google Classroom, Zoom, virtual learning environments, and social media, as well as various group forums such as Messenger, WhatsApp, and WeChat are explored and experimented with for teaching and learning opportunities for the sake of continuing education (Pokhrel & Chhetri, 2021). The existing studies emphasise that in many lower income countries, more than half of the population does not have access to the internet (Avanesian et al, 2021). However, remote learning can increase inequalities in the quality of knowledge acquired between different students, which consequences an increasing of the risk of dropping out, and contributing to declining learning outcomes (Azevedo et al, 2020;Kaffenberger & Pritchett, 2021).…”

Section: Introductionmentioning

confidence: 99%

Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities

Laganovska¹

2021

Human, Technologies and Quality of Education, 2021

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The situation in general education in Latvia has changed since the spring semester of 2020. On the 13th of March 2020 Latvia temporarily introduced remote training at all stages of education. The government regularly monitored the spread of the COVID-19 virus and the number of infections, so restrictions in different areas have changed frequently. Educational institutions for students of 1st–12th grade (ages 6–17) in the 2020/2021 school year worked under fluctuating circumstances, and most of the learning process took place remotely. For most of the 2020/2021 school year, teaching and learning were thus largely based on technology and online teaching. The COVID-19 pandemic has had an impact on various aspects of life, such as the economy, education, and social life. This time has led to challenges as well as opportunities for students, teachers, and parents. It has also affected the learning process for students with learning disabilities. For grades 1–12, the Individualised Education Plan (IEP) was developed in Latvia for students with learning disabilities. The IEP had to be adapted to the broader situation, and to work towards its betterment special education teachers participated in the preparation and organisation of the IEP. The aim of this study is to explore the opinions of special education teachers and to examine what support measures are provided for students with learning disabilities during the COVID-19 pandemic. What are the challenges (barriers, obstacles) and what are the opportunities (benefits) of remote learning? Our research methods involved a literature analysis, a survey of special education teachers from Latvia, and a data collection effort and analysis. The study was conducted by distributing questionnaires via Google Forms. During this research, 70 special education teachers were surveyed.

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Section: Introductionmentioning

confidence: 99%

Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities

Laganovska¹

2021

Human, Technologies and Quality of Education, 2021

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“…Conduct virtual workshops to train teachers' skills in learning. The whole policy aims to make learning run well [26].…”

Section: ) Problem Solvingmentioning

confidence: 99%

High School Learning Problems During The COVID-19 Pandemic

Putrayasa¹,

Wirawan²

2021

Proceedings of the 3rd International Conference on Law, Social Sciences, and Education, ICLSSE 2021, 09 September 2021, Singara

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This study describes the problem of learning in high school / vocational school during the COVID-19 pandemic experienced by teachers and students comprehensively. The research method used is a qualitative method, with data collection techniques are interviews, observations, and document analysis. The collected data is then tested for data analysis using the triangulation process of sources and methods. Then the existing data were analyzed through the interactive analysis of Mile and Huberman. Analysis of critical and analytical theoretical data to obtain comprehensive data on learning problems and solutions taken by teachers and other policy makers such as schools and education offices . The results showed that teachers experienced various problems in learning. The first is planning, which is the adaptation pattern with the preparation of the learning implementation plan, the emergency curriculum, the practice of media and learning resources, and the selection of learning applications. The second problem is the implementation of learning, which consists of selecting appropriate learning methods, the psychological conditions of students and teachers, and the assessment system. The third problem of learning support facilities is the uneven availability of the internet network, computers or laptops and handphones.

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“…It is supported by the research which states that the existence of online learning causes an increase in students' excessive stress symptoms [18,19]. Some children are diagnosed with serious depressive symptoms [20,21]. Previous data indicates that about one-sixth of all students are depressed, highlighting the need for psychological support services [22].…”

mentioning

confidence: 95%

The Effect of Remote Learning, Family Condition, and Mental Resilience on Depression Symptoms of Early Childhood

Karta

Rasmini²,

Wayan³

et al. 2022

Emerg Sci J

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The Covid-19 pandemic that attacked Indonesia and other countries of the world has changed human’ way of life. The Covid-19 pandemic greatly influences the field of education, where all learning activities turn to online mode, which results in students’ depression symptoms due to their unpreparedness. This study aims to analyze the impact of remote learning, family conditions, and mental resilience on depression symptoms in early childhood. This study used ex-post facto research (measurement after the event) because the research data for both independent variables and dependent variables occurred before this study was held. The study population was 80 children. The data collection method used was a questionnaire developed from the indicators of each variable. The analysis method used multiple regression. The data analysis used correlation and regression techniques, with regression analysis of three predictors and one criterion. The research findings showed that depression symptoms of early childhood are jointly influenced by remote learning, family condition, and mental resilience. However, two variables that do not affect the depression symptoms of early childhood are remote learning and mental resilience. It can be recommended that parents and parties involved in early childhood education give more attention to children. Doi: 10.28991/ESJ-2022-06-06-013 Full Text: PDF

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How many students could continue learning during COVID-19-caused school closures? Introducing a new reachability indicator for measuring equity of remote learning

Cited by 36 publications

References 3 publications

Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities

Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities

High School Learning Problems During The COVID-19 Pandemic

The Effect of Remote Learning, Family Condition, and Mental Resilience on Depression Symptoms of Early Childhood

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