A tool to capture learning experiences during Covid-19

Abstract

Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

Lost Trust? The Experiences of Teachers and Students during Schooling Disrupted by the Covid-19 Pandemic

“…At the same time, they all encounter numerous technical problems. Similar experiences were noted in other research that included students and teachers during the Covid-19 crisis: losses in wellbeing, feeling of belonging, and confidence in their competences (Bertling et al, 2020;Niemi & Kousa, 2020;Trust & Whallen, 2020).…”

“…The year 2020 was exceptional for education systems globally. The Covid-19 pandemic led to unprecedented disruptions in schooling around the world (Bertling et al, 2020), which exacerbated already known education policy fractures and put the quality, equity and effectiveness of education at risk (Schleicher, 2020). It forced school closures, the introduction of emergency distance education, and experimentation with various hybrid and blended educational models, thus leaving more than 1.5 billion children temporarily out of school (UNESCO, 2020a) and exposing all education participants to an incommensurable degree of uncertainty and ambiguity (Bergdahl & Nouri, 2020;Gudmundsdottir & Hathaway, 2020;Hodges et al, 2020;Trust & Whalen, 2020).…”

“…Especially concerning was the fact that at least one third of students globally were excluded from distance education (UNICEF, 2020). Many studies point to the consequences of unequal access to distance education in terms of losses in students' learning and wellbeing (Bertling et al, 2020), and consequently to potential long-term lapses in countries' economic development (Hanushek, 2020). Mostly studies focusing on students' mental health and wellbeing have been conducted thus far, pinpointing emerging behavioural problems (Loades et al, 2020;Orgiedes et al, 2020), while students' experiences of the learning process in the context of school lockdown are still rare.…”

Distance Learning and Covid-19 From Students’ Perspective: Do They Have the Skills to Deal With the Unprecedented Situation?

“…Currently there is a lack of research involving secondary and high-school students, especially with assessment of students' skills and abilities. OECD has published an extensive survey tool for a comprehensive assessment of the distance learning situation "The PISA Global Crises Questionnaire Module" (Bertling et al, 2020), based on which we could eventually gain comparable data from many countries of the world. The limitation with some of the currently available research is that they do not show the full picture of psychological constructs (e.g., depression, anxiety) and rarely measure students' skills and abilities; some conclusions are based on single question measurements.…”

Middle Grades Teacher Practices during the COVID-19 Pandemic

“…Prior research has demonstrated, however, that "disruption can be a powerful avenue for growth" (Gilbert, 2003, p. 27), at times giving birth to new forms of innovation. Emergency remote teaching during international conflicts, for example, has mitigated disparities in equity and access (Bertling et al, 2020). In Afghanistan, when schooling was interrupted by significant security threats, distance education was found to promote education for girls (Davies, 2011).…”