Adoption of learning technologies in times of pandemic crisis

Drachsler, Hendrik; Jansen, Jeroen W. A.; Kirschner, Paul A.

doi:10.1111/jcal.12626

Cited by 15 publications

(10 citation statements)

References 15 publications

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“…Engzell et al ( 2021 ) noted the Netherlands to represent a best-case scenario because of the high technological standards. Indeed, it was observed that online education ("emergency remote teaching") made a spurt during the Covid-19 years (Drachsler et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…In the current knowledge society, reading comprehension is a crucial skill in which students from low socio-economic or migrant backgrounds often lag behind (Melby-Lervåg & Lervåg, 2014 ). School closures and emergency remote teaching (Dachsler et al, 2021 ) as a consequence of the Covid-19 pandemic may have enlarged this gap (Hammerstein et al, 2021 ), but it is not clear to what extent children's reading comprehension levels have recovered after the lockdowns. Schools differed greatly in their setup and quality of this distance education, and it is important to document success stories, so schools can be better prepared for the future.…”

Section: Introductionmentioning

confidence: 99%

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Differential effects and success stories of distance education in Covid-19 lockdowns on the development of reading comprehension in primary schools

et al. 2022

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In the current study, the development in reading comprehension performance of students in lower-SES versus higher-SES schools during and after school closures due to Covid-19 lockdowns was examined, and compared to a normed reference group. Furthermore, we explored protective factors against negative effects at the time of school closures, by pinpointing successful practices in a sub sample of resilient lower-SES schools. The total sample consisted of 2202 students followed from grade 2–4. Overall, we found that students in lower-SES schools made less progress over time than students in higher-SES schools. On average, students made less progress during the lockdowns, but here, the interaction with SES was not significant. Students' reading comprehension levels partially recovered after the lockdowns. Questionnaire-data revealed that schools were better prepared during the second lockdown, with teachers making more use of digital means, and providing more online reading instruction. In addition, collaboration with the parents seemed to have improved. The in depth interviews with resilient lower-SES schools revealed that the introduction of online education and investing in educational partnerships with parents may have helped to minimize the negative impact of lockdowns. We conclude that lockdowns have a negative effect on the development of reading education, but that students are resilient. Digital means and partnership with parents may be seen as protective factors to attenuate the negative effects of emergency remote teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Differential effects and success stories of distance education in Covid-19 lockdowns on the development of reading comprehension in primary schools

et al. 2022

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“…Online assessment can improve the accuracy of data analysis, make reporting results an easier process, and provide flexibility in the process (Benjamin et al, 2006). Moreover, educators have benefited from the advantages of online assessment in the online learning practice since the COVID‐19 pandemic, where the learning process is transformed from traditional to a more blended and more flexible learning experience (Drachsler et al, 2021). Several researchers have reported positive student responses to online assessment practices (Fatima et al, 2021; Jaap et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Academic dishonesty and trustworthy assessment in online learning: A systematic literature review

Surahman

Wang

2022

Computer Assisted Learning

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“…Over the past two decades, online learning has grown significantly in different educational settings (Palvia et al, 2018). This process was expedited by the disruption caused by the COVID‐19 pandemic (Drachsler et al, 2021; Yan et al, 2021), which forced schools and higher education institutions to rapidly adopt online and hybrid learning models, as well as to incorporate different ways of trustworthy remote assessment. By trustworthy remote assessment, Surahman and Wang (2022) mean honest, valid, and reliable ways of assessing learning outcomes remotely, obtaining consistent results when given at different times.…”

Section: Introductionmentioning

confidence: 99%

Trustworthy remote assessments: A typology of pedagogical and technological strategies

Hilliger

Ruipérez‐Valiente

Alexandron

et al. 2022

Computer Assisted Learning

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Background: Online learning has grown significantly during the past two decades, and COVID-19 pandemic has expedited this process. However, previous research has shown how academic dishonesty is more prevalent under these modalities.Therefore, there is the challenge of performing trustworthy remote assessments, in order to obtain valid and reliable measures of students' knowledge.Objectives: The research question that drove this research was: what actions have been proposed in contemporary research to improve remote assessment trustworthiness from a technological and pedagogical perspective? Methods: We analysed the papers accepted for the special issue titled 'Trustworthy Assessment and Academic Integrity in Remote Learning' following a deductive qualitative category coding methodology to find the main approaches. Results and conclusions:We identified eight approaches to improve trustworthiness

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Adoption of learning technologies in times of pandemic crisis

Cited by 15 publications

References 15 publications

Differential effects and success stories of distance education in Covid-19 lockdowns on the development of reading comprehension in primary schools

Differential effects and success stories of distance education in Covid-19 lockdowns on the development of reading comprehension in primary schools

Academic dishonesty and trustworthy assessment in online learning: A systematic literature review

Trustworthy remote assessments: A typology of pedagogical and technological strategies

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