Schools and Emergency Remote Education during the COVID-19 Pandemic: A Living Rapid Systematic Review

Autor/in	Bond, Melissa
Titel	Schools and Emergency Remote Education during the COVID-19 Pandemic: A Living Rapid Systematic Review
Quelle	In: Asian Journal of Distance Education, 15 (2020) 2, S.191-247 (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bond, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1347-9008
Schlagwörter	Distance Education; School Closing; COVID-19; Pandemics; Literature Reviews; Faculty Development; Elementary Secondary Education; Educational Change; Foreign Countries; Learner Engagement; Educational Technology; Electronic Learning; Educational Research; Bibliometrics; Research Methodology; Technology Uses in Education; Teacher Influence; Family Influence; Educational Environment; Peer Influence + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Bildungsreform; Ausland; Unterrichtsmedien; Bildungsforschung; Pädagogische Forschung; Bibliometrie; Research method; Forschungsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01