The Challenges of Remote K–12 Education During the COVID-19 Pandemic:  Differences by Grade Level

Leech, Nancy L.; Gullett, Sophie; Cummings, Miriam Howland; Haug, Carolyn A.

doi:10.24059/olj.v26i1.2609

Cited by 43 publications

(37 citation statements)

References 34 publications

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“…We also find cross-school differences related to grade level, with increases concentrated among the younger grades. This result may reflect greater challenges in adjusting to remote and hybrid modalities with younger students (e.g., Leech et al, 2022 ) or health risks of teaching younger students who were not vaccine-eligible prior to the start of the 2021–2022 school year.…”

Section: Discussionmentioning

confidence: 99%

Two Years Later: How COVID-19 Has Shaped the Teacher Workforce

Bacher-Hicks

Olivia

Orellana

2023

Educational Researcher

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The unprecedented challenges of teaching during COVID-19 prompted fears of a mass exodus from the profession. We examine the extent to which these fears were realized using administrative records of Massachusetts teachers between 2015–2016 and 2021–2022. Relative to prepandemic levels, average turnover rates were similar going into the fall of 2020 but increased by 17% (from 15.0% to 17.5%) going into the fall of 2021. The fall 2021 increases were particularly high among newly hired teachers (31% increase) but were lower among Black and Hispanic/Latinx teachers (5% increases among both groups). Gaps in turnover rates between schools serving higher and lower concentrations of economically disadvantaged students narrowed during the first 18 months of the pandemic. The same holds true for gaps in turnover between schools serving higher and lower shares of Black and Hispanic/Latinx students. Together, these findings highlight important differences in teachers’ responses to the pandemic across subgroups and the need to improve early-career retention to ensure long-term stability within the teacher workforce.

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Section: Discussionmentioning

confidence: 99%

Two Years Later: How COVID-19 Has Shaped the Teacher Workforce

Bacher-Hicks

Olivia

Orellana

2023

Educational Researcher

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“…Mahyoob (2020) determined technical, academic, and communication challenges universally experienced by institutions, teachers, and students that ultimately impact learning delivery during the pandemic. Leech et al (2022) emphasized instructors' struggles in 1) keeping students engaged in remote learning, 2) dealing with students' being uncomfortable or unfamiliar with the necessary technologies, and 3) providing the needed support so that students are regularly available and responsive. Research on pedagogy during Covid-19 has also highlighted teachers' difficulty with transitioning their lessons to a remote format, the majority of which indicate that lessons and activities had not translated well to remote and that they struggled with finding adequate replacements for in-person teaching practices.…”

Section: Introductionmentioning

confidence: 99%

Learner Reticence at the Time of the Pandemic: Examining Filipino Students’ Communication Behaviors in Remote Learning

Sumilong

2022

bjtep

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Between the uncertainty of a global pandemic, the unfamiliar territory of fully remote education, and the detrimental effects of related crises on the educational system, emerging research on pandemic pedagogy have underscored the universal presences of 1) anxiety in students and teachers, 2) decreased communication opportunities, and 3) challenges with communication technologies –all of which have been found to affect students’ communication behaviors in their remote classes. Learner reticence –students’ inadequate ability in self-expression usually manifested in reluctance to engage in classroom discourse– remains one of the biggest instructional communication challenges most teachers face today. Recent pandemic-related changes in learning delivery have put students at an even bigger disadvantage in terms of self-expression, participation, and discourse since the majority of the difficulties they experience in remote learning involve and are affected by their resources’ capacities to sustain communication with their teachers and classmates. This study investigated the self-perceived experiences of learner reticence of Filipino higher education students. With phenomenology as the main method of inquiry, all participants disclosed experiences of reticent behaviors in their remote classes during the pandemic; individual and personality-based factors were found to contribute the most to the students’ experienced reticence. The participants’ narratives also gave rise to insights on teacher immediacy and interpersonal communication in remote classes.

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“…The fact the acceleration of the use of ICT in Distance Learning (PJJ) must be recognized is due to the Covid Pandemic (Johnson et al, 2021;Leech et al, 2022;F. Li et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

Analysis of the Internship Program "Merdeka Belajar Kampus Merdeka" Perspectives of Primary School Teachers’ Teaching Readiness

2022

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The purpose of this study is to analyze the "Merdeka Belajar Kampus Merdeka (MBKM)" program from the perspective of teachers' teaching readiness. The study used a qualitative approach carried out at one elementary school in Wonosobo Regency, Central Java during the early days of learning activities from August to December 2021. Data were collected through observation, interviews, and questionnaires distributed to participants, which included teachers, students, and preservice elementary school teachers of Universitas Islam Sultan Agung Semarang. Besides, the secondary data were obtained from books, journal articles, and other sources. The findings revealed that relating to teachers' teaching readiness, there were 40% of educators mastered the concept of the MBKM program, while another 60% of them understood the term MBKM program from the existing information provided by media. In mastering Information and Communication Technology (ICT), 63% of educators stated that they had mastered ICT and were accustomed to using some social media for learning activities, while 37% of educators had not mastered ICT well but they only used ICT for certain purposes such as teaching the MBKM program although with a relatively low understanding.

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The Challenges of Remote K–12 Education During the COVID-19 Pandemic: Differences by Grade Level

Cited by 43 publications

References 34 publications

Two Years Later: How COVID-19 Has Shaped the Teacher Workforce

Two Years Later: How COVID-19 Has Shaped the Teacher Workforce

Learner Reticence at the Time of the Pandemic: Examining Filipino Students’ Communication Behaviors in Remote Learning

Analysis of the Internship Program "Merdeka Belajar Kampus Merdeka" Perspectives of Primary School Teachers’ Teaching Readiness

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