Is There Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence

Autor/inn/en	McBurnie, Chris; Adam, Taskeen; Kaye, Tom
Titel	Is There Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence
Quelle	In: Journal of Learning for Development, 7 (2020) 3, S.485-493 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-1550
Schlagwörter	COVID-19; Pandemics; Educational Technology; Access to Education; Access to Computers; Educational Opportunities; Foreign Countries; Developing Nations; Well Being; Equal Education; Electronic Learning; Ownership; Low Income; Program Design; Handheld Devices; Caregiver Role; Home Schooling; Kenya; Senegal; Ethiopia; Mongolia; Ecuador; Vietnam; Ghana; Bangladesh + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Ausland; Developing country; Developing countries; Entwicklungsland; Well-being; Wellness; Wohlbefinden; Eigentum; Niedriglohn; Programme design; Programmaufbau; Programmplanung; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Kenia; Äthiopien; Mongolei; Bangladesch
Abstract	Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01