Remote or Removed: Predicting Successful Engagement with Online Learning during COVID-19

Abstract

Using data from a spring 2020 survey of nearly 10,000 parents of elementary school parents in one large southeastern public school district, the authors investigate predictors of elementary school student engagement during the initial period of pandemic remote learning. The authors hypothesize that household material and technological resources, school programming and instructional strategies, and family social capital contribute to student engagement in remote learning. The analyses indicate that even after controlling for rich measures of family socioeconomic resources, students with access to high-speed Internet and Internet-enabled devices have higher levels of engagement. Exposure to more diverse socioemotional and academic learning opportunities further predicts higher levels of engagement. In addition, students whose families remained socially connected to other students’ families were more likely to engage online.

U.S. and Finnish high school science engagement during the COVID‐19 pandemic

“…If teachers are using the textbooks for homework, this could be related to previous findings that students show above average situational engagement while doing math problems (Inkinen et al, 2020 ). Consistent with findings from Domina et al ( 2021 ) more frequent opportunities for social and emotional learning (e.g. taking pride in science achievements and working in groups with peers) were also positively correlated with academic engagement.…”

“…With many students on Zoom or other platforms, equitable participation became a serious problem during the pandemic. Domina et al ( 2021 ) showed students' academic engagement was improved with greater access to technological resources and quality instruction that included socioemotional learning. Globally, however, socioeconomically disadvantaged students are less likely to have the tools they need to participate in remote instruction (Meluzzi, 2020 ).…”

Choice With(out) Equity? Family Decisions of Child Return to Urban Schools in Pandemic

“…For example, one survey of 800 respondents found that Black, Latino, and low-income families, particularly in New York City, disproportionately felt "wary of reopening schools" because of concerns about "their family's safety and well-being" (Global Strategy Group & Education Trust -New York, 2020, p.1). In addition, Domina et al (2021) found different perceptions of remote schooling along racial lines.…”

“…For example, DeMatthews et al (2020) noted, "As districts rely on online distance learning, equitable access to learning opportunities is a chief concern" (p. 400). Along these lines, Domina et al (2021) reported that students in remote schooling showed higher engagement when connected to high-speed internet and internet devices, more diverse socioemotional and academic learning opportunities at home, and social relationships with other highly engaged families. Therefore, student experiences during remote schooling were associated with family material and social resources.…”

Effects of virtual learning environments: A scoping review of literature

“…In moving to online learning, these institutions must not forget their "organizational brokerage" (Domina et al, 2021, p. 4) in facilitating and maintaining these social connections lest their students suffer in isolation (Crea & Sparnon, 2017). Ultimately, the VLE experience begins with the institution; if there is no commitment to ensuring the use of a high-quality LMS and no focus on securing and maintaining the human resource social supports that students and families have come to rely on the school to provide, then the mental health and academic achievement of its students can deteriorate (Cairns et al, 2020;Cavanaugh et al, 2004;Domina et al, 2021;Gillis & Krull, 2020;Jones, 2015;Lee & Oh, 2017;Merlin-Knoblich et al, 2019;Rogowska et al, 2020;Stone, 2019;Xavier et al, 2020;Zhu & van Winkel, 2016).…”