Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland.

Autor/inn/en	Tomasik, Martin J.; Helbling, Laura A.; Moser, Urs
Titel	Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland.
Quelle	In: International journal of psychology, 56 (2021) 4, S. 566-576Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0020-7594; 1464-066X
DOI	10.1002/ijop.12728
Schlagwörter	Bildung; Erziehung; Grundschule; Sekundarbereich; Weiterführende Schule; Schüler; Lernen; Räumliche Distanz; COVID-19; Fernstudium; E-Learning; Leistung
Abstract	Using data from a computer-based formative feedback system, we compare learning gains in the 8 weeks of school closures related to the COVID-19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second-order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While secondary school pupils remain largely unaffected by the school closures in terms of learning gains, for primary school pupils learning slows down and at the same time interindividual variance in learning gains increases. Distance learning arrangements seem an effective means to substitute for in-person learning, at least in an emergency situation, but not all pupils benefit to the same degree. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2022/3