COVID-19 and the State of K&amp;ndash;12 Schools: Results and Technical Documentation from the Spring 2020 American Educator Panels COVID-19 Surveys

Hamilton, Laura S.; Grant, David M.; Kaufman, Julia H.; Diliberti, Melissa Kay; Schwartz, Heather L.; Hunter, Gerald P.; Setodji, Claude Messan; Young, Christopher J.

doi:10.7249/rra168-1

Cited by 59 publications

(76 citation statements)

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“…As schools across the United States closed in response to the Covid-19 pandemic, roughly 55 million K-12 students experienced a serious disruption to their school year. Though most schools quickly began offering some type of virtual education (Hamilton et al, 2020;Lake and Dusseault, 2020), there have been growing concerns about the effects of this unprecedented shift (Malkus, 2020;von Hippel, 2020). In particular, there are fears that low-income students will be unequally harmed by the shift to online learning, due to less access to online resources to compensate for lost in-person instruction (Horowitz, 2020).…”

Section: Introductionmentioning

confidence: 99%

Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time

Bacher-Hicks

Goodman

Mulhern

2021

Journal of Public Economics

242

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We use high frequency internet search data to study in real time how US households sought out online learning resources as schools closed due to the Covid-19 pandemic. By April 2020, nationwide search intensity for both school- and parent-centered online learning resources had roughly doubled relative to pre-Covid levels. Areas of the country with higher income, better internet access and fewer rural schools saw substantially larger increases in search intensity. The pandemic will likely widen achievement gaps along these dimensions given schools’ and parents’ differing engagement with online resources to compensate for lost school-based learning time. Accounting for such differences and promoting more equitable access to online learning could improve the effectiveness of education policy responses to the pandemic. The public availability of internet search data allows our analyses to be updated when schools reopen and to be replicated in other countries.

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Section: Introductionmentioning

confidence: 99%

Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time

Bacher-Hicks

Goodman

Mulhern

2021

Journal of Public Economics

242

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“…Educational responses to the COVID-19 pandemic have varied around the world. As the pandemic spread, many countries closed schools abruptly (Flaxman et al, 2020;Stage et al, 2020;Swartz & Chetty, 2020), cancelled exams (UK Department for Education, 2020) and began offering different forms of online, distance, and remote education (Hamilton et al, 2020;Lake & Dusseault, 2020;Zhang et al, 2020). Other nations, such as Australia (Leask & Hooker, 2020), were more reticent to close schools and educational facilities, citing limited evidence to warrant the detrimental economic impacts, educational disadvantages, learning losses (Azevedo et al, 2020) and risks to vulnerable students that were expected to occur during online learning.…”

Section: Covid-19 and Its Impacts On Educationmentioning

confidence: 99%

Australian Strategic Partnerships in Remote Education

Nietschke¹

2021

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This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.

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“…E-learning provides a unique opportunity so address the challenges in CME. Due to the COVID-19 pandemic, we saw an unprecedented explosion of online and remote training in 2020 (Bacher-Hicks, Goodman, & Mulhern, 2020;Hamilton et al, 2020). But "Rome wasn't built in a day", with the great progress of information technology, the E-learning market has been growing rapidly around the world since the 1990s (Education Management Information Centre, Engineering Research Centre of the Ministry of Education for Digital Learning and Education Public Services, & Baidu Education, 2018;Hayashi, Chen, Ryan, & Wu, 2020;Kaur, 2019).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of E-learning in continuing medical education for Tuberculosis health workers: a quasi-experiment from China

Wang

Zhang

Liu

et al. 2020

Preprint

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ObjectiveTo evaluate the effectiveness of E-learning in continuing medical education (CME) programs for Tuberculosis (TB) health workers in terms of knowledge improvement and behaviour change, and provide policy recommendations based on the evidence from programs implemented in China.MethodsTB health professionals survey and in-depth interviews were conducted at provincial, prefectural, county, and primary care levels in the three project provinces. Difference-in-difference (DID) and multivariate linear regression models was employed to capture the effectiveness of knowledge improvement. Behaviour change was analysed using both qualitative and quantitative data.ResultsFor clinicians, pre-post data showed no significant difference in knowledge increases between pilot and non-pilot areas (pilot areas: +17 points vs. non-pilot areas: +18 points, p = 0.066). However, clinicians who attended the synchronous E-learning had an average score 7.3 points higher (p = 0.026) and an average knowledge score increase of 0.3 points (p = 0.028) for each event attended. Asynchronous E-learning did not have a significant impact among clinical doctors. For public health physicians, E-learning intervention had no significant effect on their knowledge score (DID model: pilot: +4 points vs. non-pilot: +9 points, p= 0.389, multivariate linear regression model: p = 0.161). For primary care workers, pre-post data showed a significantly higher score increase in the pilot areas (+10 points) than the non-pilot areas (+4 points, p = 0.005). Primary care workers who attended the E-learning activities had an average score 10.9 points higher (p<0.001) and an average increase of 1.8 points per training module attended (p = 0.002). More than half of participants (56.0% - 57.3%) agreed that they could apply what they learned to their practice, especially among well-educated health personnel from provincial level institutions. Traditional face-to-face training has no significant impact on all types of medical staff.ConclusionsE-learning interventions for TB clinical and primary care health workers were associated with higher TB knowledge level, and some participants have already started applying what they learned in their practice. However, public health physicians didn’t get much benefits from E-learning activities, probably due to the mismatch of training supply of & demand for training and environmental factors.

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COVID-19 and the State of K–12 Schools: Results and Technical Documentation from the Spring 2020 American Educator Panels COVID-19 Surveys

Cited by 59 publications

References 0 publications

Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time

Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time

Australian Strategic Partnerships in Remote Education

The effectiveness of E-learning in continuing medical education for Tuberculosis health workers: a quasi-experiment from China

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