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ERIC Number: EJ1285336
Record Type: Journal
Publication Date: 2020
Pages: 57
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1347-9008
Schools and Emergency Remote Education during the COVID-19 Pandemic: A Living Rapid Systematic Review
Bond, Melissa
Asian Journal of Distance Education, v15 n2 p191-247 2020
The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia, predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided.
Asian Society of Open and Distance Education. 80-4 Minou Yamamoto Machi, Kurume City, Fukuoka, 839-0826, Japan. e-mail: editor@asianjde.org; Web site: http://asianjde.org
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A