Learning upended: How Americans experienced the shift to remote instruction

In spring 2020, much of what parents, students, and teachers knew about schooling was upended, as the COVID-19 pandemic forced schools to make a sudden shift to remote instruction. Parents became part-time teachers, often setting aside their own work to help their children learn. Teachers plunged in...

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Bibliographic Details
Published in:Phi Delta Kappan 2021-02, Vol.102 (5), p.1-1
Main Author: Elgart, Mark A
Format: Article
Language:English
Subjects:
Children
COVID-19
Distance learning
Education
Educational Environment
Educational Resources
Educational Strategies
Online instruction
Pandemics
Parents & parenting
Teachers
Teaching
Teaching Methods
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Summary:In spring 2020, much of what parents, students, and teachers knew about schooling was upended, as the COVID-19 pandemic forced schools to make a sudden shift to remote instruction. Parents became part-time teachers, often setting aside their own work to help their children learn. Teachers plunged into entirely new forms of teaching, while racing to master new technologies, revamp their schedules, and provide emotional support to students and parents. From late April through June 2020, the education nonprofit Cognia conducted three surveys designed to better understand the effects of this abrupt shift to online instruction. Respondents included more than 74,000 students, parents, and teachers from the US and 22 other countries. The US sample alone (79% of the total number of respondents) included students, parents, and teachers from a geographically and socioeconomically diverse set of 335 schools in 35 states and Puerto Rico, which makes this the largest study to date of Americans' experiences with K-12 education during the pandemic.
ISSN:0031-7217
1940-6487