How Online Learning Can Engage Students and Extend the Reach of Talented Teachers: Evidence from a Pandemic-Era National Virtual Summer Program

Autor/inn/en	Schueler, Beth E.; West, Martin R.
Titel	How Online Learning Can Engage Students and Extend the Reach of Talented Teachers: Evidence from a Pandemic-Era National Virtual Summer Program
Quelle	In: Journal of Educational Change, 24 (2023) 4, S.759-803 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schueler, Beth E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-2843
DOI	10.1007/s10833-022-09464-4
Schlagwörter	Electronic Learning; Learner Engagement; COVID-19; Pandemics; National Programs; Summer Programs; Distance Education; Elementary School Students; Secondary School Students; Teacher Effectiveness; Synchronous Communication; Low Income Students; Minority Group Students; Access to Education + Suchen Sie Ihr Suchwort? nicht übertragen; Sommerkurs; Distance study; Distance learning; Fernunterricht; Sekundarschüler; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Despite interest in online learning for meeting student needs at scale, existing research finds relatively low levels of engagement in most forms of virtual learning, especially among economically disadvantaged students. This is concerning as the COVID-19 pandemic forced a dramatic increase in remote learning among students and educators who did not specifically opt into the model. We study an early innovative effort to virtually serve such K-12 students and teachers and to capitalize on the unique advantages of distance learning to promote educational equity amid the pandemic. This five-week, largely synchronous, summer program served nearly 12,000 rising 4th-9th graders, mostly low-income students of color. To expand access to excellent educators, "mentor teachers," selected based on merit, provided PD and videos of themselves teaching daily lessons to "partner teachers" across the country. We interviewed a representative sample of teachers and analyzed educator, parent, and student surveys. Our study adds to the existing online learning literature by illustrating that it is possible to virtually engage a more generalizable set of students and teachers than have previously been studied and to use technology to extend the reach of talented teachers. Strategies for online engagement that scholars have identified when studying more specialized groups pre-pandemic appear relevant with a more generalizable population, such as the inclusion of meaningful content and a synchronous delivery format. Consistent with prior research, teachers appreciate receiving adaptable curricular materials and differentiated PD. Findings have implications for future uses of online learning, during periods of disruption and more typical times. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01