The impact of COVID-19 on children’s learning: a rapid review

Spiteri, Jane; Deguara, Josephine; Muscat, Tania; Bonello, Charmaine; Farrugia, Rosienne; Milton, Josephine; Gatt, Suzanne; Said, Lara

doi:10.1080/20590776.2021.2024759

Cited by 17 publications

(9 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Perceived risk is an important factor for parents' perceived profit and loss. The result reconfirms the health risk factors mentioned in previous studies [5,10]; we also found the risk of learning attitude development through qualitative analysis and confirmed that this factor is the main factor of perceived risk in quantitative research. This finding indicates that more attention should be paid to the change in students' learning attitudes in the practice and research of online learning.…”

Section: Discussionsupporting

confidence: 89%

“…Online learning cost was adapted from Kim et al [25], perceived cost from Sorensen [46] and Kim et al [25]. Health risk was adapted from Gothwal et al [10] and Spiteri et al [5]. Online learning satisfaction during a pandemic was adapted from Liaw [28] and Zuo et al [29].…”

Section: Participantsmentioning

confidence: 99%

“…Moreover, they need to spend more time and energy supporting, assisting, and supervising the child's online learning. Studies have shown that the COVID-19 pandemic has a significant negative impact on young children's learning (children under 11 years of age) [5]. Primary school students lack autonomy in learning and find it difficult to control the learning management system.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Factors Influencing Parents’ Intention on Primary School Students’ Choices of Online Learning during and after the COVID-19 Pandemic in China

Liu

Chen

2022

Sustainability

View full text Add to dashboard Cite

Since the COVID-19 outbreak, online learning has become the norm. Primary school students require parental assistance and supervision due to their lack of digital media capabilities and safety concerns. This study uses the mixed research method to process and analyze the interview data of 10 primary school parents and 564 questionnaire data using topic coding and partial least squares structural equation model (PLS-SEM) to explore the factors influencing primary school parents’ choice of online learning and the mechanism of these factors on choice intention. The results show that online learning continuity and learning attitude development risk are two new variables affecting parents’ cognition of online learning. They have a significant positive impact on performance evaluation and risk perception. Perceived ease of use, performance evaluation, and perceived cost affect parents’ assessment of their children’s satisfaction with online learning during the pandemic. Parents’ satisfaction with online learning positively affects their intention to choose online learning. The results of this study can provide a reference for education departments and schools on how to carry out online teaching with higher quality in case of emergencies.

show abstract

Section: Discussionsupporting

confidence: 89%

Section: Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Factors Influencing Parents’ Intention on Primary School Students’ Choices of Online Learning during and after the COVID-19 Pandemic in China

Liu

Chen

2022

Sustainability

View full text Add to dashboard Cite

show abstract

“…Our findings also corroborate Reimers (2022) as well as Thorn and Vincent-Lancrin (2022), who showed that in general, real-time interaction with teachers was relatively rare even in industrialized nations where children could connect to schools virtually. Similar to studies in other countries (Dong et al , 2020; Spiteri et al , 2023), the lack of interactivity, participation, feedback and social isolation were elements mentioned among the negative impacts in Guinea. Our results support other studies that mention stress, social isolation, school disruptions and mental health as consequences of COVID-19 on adolescents and children (Cardenas et al , 2020; Dong et al , 2020; Nadeem and Van Meter, 2023; Ritz et al , 2020; Samji et al , 2022).…”

Section: Discussionsupporting

confidence: 75%

Pedagogical and socio-emotional impacts of COVID-19 on Guinean school children: evidence from a mixed cross-sectional study

Maltais,

Bourgeois,

Moumouni

et al. 2023

IJDI

View full text Add to dashboard Cite

Purpose This study aims to determine the pedagogical and socio-emotional impacts of school closures caused by the COVID-19 pandemic in Guinea. Design/methodology/approach A descriptive, survey-based methodology was used to collect quantitative and qualitative data directly from parents and caregivers. Between February 24 and March 13, 2022, data was gathered from a study population comprising 2,955 adults residing in five communes and five prefectures of Guinea. Findings Half of all respondents stated that school closures had no particular impact on children in their household, and 42% stated that no intentional pedagogical activities took place during school closures. Approximately 15% of respondents stated that children experienced boredom, loneliness, sadness, depression, stress and anxiety during the school closures. Originality/value The study underscores the significance of school closure readiness and interactive learning while revealing limited emotional impact on children. The findings, while specific to Guinea, provide a foundational understanding, highlighting the complexity of pandemic effects on education and the need for adaptive strategies in vulnerable regions.

show abstract

“…These impacts have not waned. As Krffenberger (2021) and Spiteri et al (2023) have suggested, Covid-19 will have a long tail. Findings from early research suggest that, on average, students lost several months' worth of learning in reading and math, mental health professionals reported increased rates of anxiety and depression among school-aged students and students with disabilities were cut off from vital services (Almeida et al , 2022).…”

mentioning

confidence: 97%

Guest editorial: Organizing schools for the future: innovative conceptualizations of schools as organizations

Kruse

Edge²,

Schechter

2023

JEA

View full text Add to dashboard Cite

School leaders face considerable challenge. In addition to multiple and frequent short-term crises, the endemic nature of Covid-19, the presence of global on-going racial, political and economic unrest, continuing gun violence and the marginalization of non-cis-gendered individuals has shown us that leading during crisis is likely to become increasingly routine for school leaders.Certainly, and in relation to Covid-19 in particular, short-term district and school leadership responses, the world over, were focused, swift and responsive to student and family needs. School closures were credited with slowing the spread of the virus. The deployment of laptops, hotspots and other technologies to support remote learning increased school attendance and academic focus for millions of students across the globe. Globally, UNICEF scaled up support in 145 countries to ensure the continuity of learning and mitigate learning loss (Barron Rodriguez et al., 2020). Throughout the pandemic, at least 60 million educators engaged in online distance learning to sustain some semblance of schooling, leading to the claim that the pandemic has created the most unparalleled educational disruption in history (UNESCO, 2020). As a result of these incomparable challenges, schools were contending with profound changes in their day-to-day practices, including suspension of classroom teaching, transformation in learning and teaching modalities and the provision of health and social services to students and their families (Huang et al., 2020;Reimers and Schleicher, 2020).Moreover, this global crisis has led to students' higher dropout rates, parents' increased responsibilities in the education process (Azorin, 2020; Striepe and Cunningham, 2022) and school principals' enhanced concentration on strengthening the school's community and its individual members (Schechter et al., 2022;Thornton, 2021). These impacts have not waned. As Krffenberger (2021) and Spiteri et al. (2023) have suggested, Covid-19 will have a long tail. Findings from early research suggest that, on average, students lost several months' worth of learning in reading and math, mental health professionals reported increased rates of anxiety and depression among school-aged students and students with disabilities were cut off from vital services (Almeida et al., 2022). Soberingly, education's most vulnerable children were impacted far more greatly than those with greater economic, social and medical supports (Wilke et al., 2020).Even as school organizations struggle to address these shifts, changes and concerns, our perception of the school as an organization has remained underappreciated and, we contend, underexamined. However, it is important to note that organizational models dictate our thinking, and our thinking dictates how we see and create organizations. Fundamental shifts in our understanding of the nature of organizations have emerged. We have gone from viewing the organization as a mechanical system to seeing it as a purposeful socio-cultural system. This shift is importa...

show abstract

The impact of COVID-19 on children’s learning: a rapid review

Cited by 17 publications

References 31 publications

Factors Influencing Parents’ Intention on Primary School Students’ Choices of Online Learning during and after the COVID-19 Pandemic in China

Factors Influencing Parents’ Intention on Primary School Students’ Choices of Online Learning during and after the COVID-19 Pandemic in China

Pedagogical and socio-emotional impacts of COVID-19 on Guinean school children: evidence from a mixed cross-sectional study

Guest editorial: Organizing schools for the future: innovative conceptualizations of schools as organizations

Contact Info

Product

Resources

About