Literaturnachweis - Detailanzeige
Autor/inn/en | Gallagher, H. Alix; Cottingham, Benjamin |
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Institution | EdResearch for Recovery Project; Annenberg Institute for School Reform at Brown University; Results for America; Stanford University, Policy Analysis for California Education (PACE) |
Titel | Improving the Quality of Distance and Blended Learning. Brief No. 8 |
Quelle | (2020), (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | COVID-19; Pandemics; Elementary Secondary Education; Distance Education; Blended Learning; School Closing; Access to Education; Learner Engagement; Social Development; At Risk Students; Access to Computers; Teaching Methods; Small Group Instruction; Feedback (Response); Planning; Time; Faculty Development; Interpersonal Relationship; Student Needs; Educational Quality Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Education; Access; Bildung; Zugang; Bildungszugang; Soziale Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Ablaufplanung; Planungsprozess; Zeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Quality of education; Bildungsqualität |
Abstract | This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools provide high-quality distance and blended learning during the pandemic? To answer this question, the brief breaks down the issue into four points: (1) With the abrupt end of in-person schooling in the spring of 2020, learning opportunities available to students varied enormously with some students receiving almost no distance instruction and others engaging in meaningful learning; (2) Student engagement in available distance learning opportunities was uneven and inequitable in the spring, partially but not entirely due to students' challenges in accessing online learning; (3) The move to distance learning reduces opportunities for many of the crucial social aspects of learning; and (4) Early elementary children and vulnerable student populations are most at risk from the move to a distanced setting. Based on these points, the brief provides six strategies to consider and two strategies to avoid. (ERIC). |
Anmerkungen | EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |