Through thick and thin: lower secondary school students' barriers to learning under Covid-19 conditions.

Autor/inn/en	Nedzinskaite-Maciuniene, Rasa; Stasiunaitiene, Egle; Simiene, Gerda
Titel	Through thick and thin: lower secondary school students' barriers to learning under Covid-19 conditions. Paralleltitel: V dobrem in slabem: ovire osnovnosolcev pri ucenju med covidom-19.
Quelle	In: CEPS journal, 12 (2022) 3, S. 167-189Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.26529/cepsj.1103 10.25656/01:25505
URN	urn:nbn:de:0111-pedocs-255057
Schlagwörter	Systematic Review; Wohlbefinden; Digitale Medien; Medienausstattung; Schule; Sekundarstufe I; Lehrer; Schüler; Schulleistung; Lernen; Hausunterricht; COVID-19; Pandemie; Reflexion (Phil); Fernunterricht; Wirkung; Zugang; Online
Abstract	At the global level, the Covid-19 pandemic has affected the whole education system, ranging from pre-school to higher education. Without any prior preparation, the teaching process has undergone a massive transition from face-to-face to distance learning. This transition has posed many challenges. This article aims to reveal what barriers to learning lower secondary school students face and how schools can minimise these barriers. A systematic review of the academic literature from two well-known databases, EBSCO and ScienceDirect, was performed to identify and determine the prevailing consistencies and gaps. The empirical study follows a qualitative research design: an explanatory case study. The data were collected through observations of online lessons, interviews with teachers and the school principal, and students' reflections. In addition, an inductive thematic analysis was employed. The empirical results help to identify secondary school students' barriers to learning in terms of learning accessibility and technological literacy; planning and reflections on learning; self-regulated learning and active involvement; and emotional and psychological well-being. Furthermore, the study highlights how a school can minimise these barriers. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1