Improving the Quality of Distance and Blended Learning. Brief No. 8

Autor/inn/en	Gallagher, H. Alix; Cottingham, Benjamin
Institution	EdResearch for Recovery Project; Annenberg Institute for School Reform at Brown University; Results for America; Stanford University, Policy Analysis for California Education (PACE)
Titel	Improving the Quality of Distance and Blended Learning. Brief No. 8
Quelle	(2020), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Elementary Secondary Education; Distance Education; Blended Learning; School Closing; Access to Education; Learner Engagement; Social Development; At Risk Students; Access to Computers; Teaching Methods; Small Group Instruction; Feedback (Response); Planning; Time; Faculty Development; Interpersonal Relationship; Student Needs; Educational Quality + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Education; Access; Bildung; Zugang; Bildungszugang; Soziale Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Ablaufplanung; Planungsprozess; Zeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Quality of education; Bildungsqualität
Abstract	This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools provide high-quality distance and blended learning during the pandemic? To answer this question, the brief breaks down the issue into four points: (1) With the abrupt end of in-person schooling in the spring of 2020, learning opportunities available to students varied enormously with some students receiving almost no distance instruction and others engaging in meaningful learning; (2) Student engagement in available distance learning opportunities was uneven and inequitable in the spring, partially but not entirely due to students' challenges in accessing online learning; (3) The move to distance learning reduces opportunities for many of the crucial social aspects of learning; and (4) Early elementary children and vulnerable student populations are most at risk from the move to a distanced setting. Based on these points, the brief provides six strategies to consider and two strategies to avoid. (ERIC).
Anmerkungen	EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01