Schooling Interrupted: Educating Children and Youth in the COVID-19 Era

Autor/in	Anderson, Lorin W.
Titel	Schooling Interrupted: Educating Children and Youth in the COVID-19 Era
Quelle	In: Center for Educational Policy Studies Journal, 11 (2021), S.17-38 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1855-9719
Schlagwörter	Children; Adolescents; Elementary Secondary Education; Educational Improvement; Distance Education; Electronic Learning; Emergency Programs; Pandemics; COVID-19; Barriers; Program Implementation; Program Effectiveness; Delivery Systems; Disadvantaged; Access to Computers; Learner Engagement; Cheating; Context Effect + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teaching improvement; Unterrichtsentwicklung; Distance study; Distance learning; Fernunterricht; Hilfsprogramm; Auslieferung; Prellen
Abstract	Distance education has been practised for generations, although its purpose and form have changed. Correspondence courses, in which students receive instruction via mail and respond with assignments or questions to the instructor, date back to the mid-1800s, if not earlier. As technology changed, so did the nature of distance education. Radio, television, computers, and, most recently, the internet have supported distance education over the years. Research studies on the use and effectiveness of distance education focus almost exclusively on higher education. A recent research synthesis suggests that fewer than five per cent of the studies have addressed K-12 education. The COVID-19 pandemic, however, has brought distance education into K-12 schools and classrooms. Distance education in the COVID-19 era has been referred to as 'emergency remote teaching' (ERT) because, with little research on which to rely, teachers must improvise quick solutions under less-than-ideal circumstances, a situation that causes many teachers to experience stress. The purpose of this paper is to address five fundamental questions. First, what problems have K-12 school administrators and teachers faced in implementing ERT? Second, under what conditions has ERT been effective since the advent of the COVID-19 pandemic? Third, what are the strengths of ERT in K-12 schools and classrooms? Fourth, what are the weaknesses of ERT in K-12 schools and classrooms? Fifth, to what extent will lessons learned from ERT influence teaching and learning when the pandemic abates? The paper concludes with a brief set of recommendations. Throughout the paper, the focus is on K-12 education. (As Provided).
Anmerkungen	University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01