Disrupted Class, Undisrupted Learning: A Study on the Effect of Online Learning Among Primary and Middle School Students

Li, Yuelin; Liu, Yujie; Xiaohui, Shu

doi:10.1177/23210222211024436

Cited by 3 publications

(2 citation statements)

References 32 publications

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“…In a similar study, conducted by Tosco (2015) in a Montessori upper elementary classroom in North Carolina, it is found that technology-integrated lessons increase student engagement and retention of information. Yuelin et al (2021) find that teachers as well as parents have a significant role in improving the learning outcomes of students in online teaching.…”

Section: Literature Reviewmentioning

confidence: 95%

Technology-integrated Pedagogy, Learning Outcomes and Retention: Can Public–Private Partnerships Play a Role in Primary Education in India?

Bandyopadhyay

Sharma

2022

Studies in Microeconomics

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We undertake a case study on the SHIKSHA initiative in Uttar Pradesh in Northern India to understand how impactful the technology-integrated pedagogy through public–private partnerships (PPP) in education has been on the learning outcomes of students. A content analysis to understand the processes adopted by the SHIKSHA initiative is attempted. The digitized curriculum developed is found to be contextualized in accordance with the background of students, which can be aligned with constructivist learning theory. We also attempt a quantitative analysis to estimate the impact of these pedagogical practices on learning outcomes. The analysis finds that the average scores of schools with SHIKSHA interventions are higher by 58 percentage points. Also, under SHIKSHA, a 15-day period was given to the students for revision of the courses with the active participation of the teachers. The average scores after these revisions record an improvement as compared to the average scores before revisions. The paper suggests that the digitization of content by the government or through PPPs can help boost effective learning. JEL codes: C120, H520, I200, I210, I220, I280

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Section: Literature Reviewmentioning

confidence: 95%

Technology-integrated Pedagogy, Learning Outcomes and Retention: Can Public–Private Partnerships Play a Role in Primary Education in India?

Bandyopadhyay

Sharma

2022

Studies in Microeconomics

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“…Researchers seek how STEM-based digital classroom models and higher-order thinking skills affect primary school students' 21st-century skills in the light of these issues. Earlier studies on the impact of online learning on elementary school students' learning and middle school students learning were done by Yuelin, Yujie, and Xiaohui (2021). According to the study's findings, online education can raise the standard of learning.…”

Section: Introductionmentioning

confidence: 99%

The Influence of a STEM-Based Digital Classroom Learning Model and High-Order Thinking Skills on the 21st-Century Skills of Elementary School Students in Indonesia

Zainil¹,

Kenedi²,

Rahmatina

et al. 2022

JEELR

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The aim of the current research is to develop a STEM-based digital classroom learning model based on the 21st-century skills and characteristics of elementary school students. To enable the dissemination of this learning model, further research is needed to determine the effect of the STEM-based digital classroom learning model on the 21st century skills of elementary school students. The lack of 21st-century skills among elementary school students and the necessity for a study of the influence of higher-order thinking skills as one of the capabilities that primary school students must develop are contributing factors to this research. This advancement would lead to an understanding of how STEM and HOTS affect student’s skills. This was experimental research with 100 fourth-grade students. The data analysis methods employed by SPSS included two-way ANOVA tests, homogeneity tests, normality tests and descriptive tests. The study's findings revealed that: (1) students who are taught with STEM-based digital and conventional learning models have different 21st-century skills, (2) students with high and low higher- order thinking skills have different 21st-century skills, and (3) students with high and low higher- order thinking skills who are taught with STEM-based digital and conventional learning models have a connection to 21st-century skills. Education professionals can use the implications of this research as a guide to develop 21st-century skills for elementary school students.

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The Mediating Role of Satisfaction in Enhancing the Perception of Progress through Interaction in Online Learning

Carlos,

De Los Ángeles,

Melissa

et al. 2023

2023 IEEE 3rd International Conference on Advanced Learning Technologies on Education &Amp; Research (ICALTER)

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Disrupted Class, Undisrupted Learning: A Study on the Effect of Online Learning Among Primary and Middle School Students

Cited by 3 publications

References 32 publications

Technology-integrated Pedagogy, Learning Outcomes and Retention: Can Public–Private Partnerships Play a Role in Primary Education in India?

Technology-integrated Pedagogy, Learning Outcomes and Retention: Can Public–Private Partnerships Play a Role in Primary Education in India?

The Influence of a STEM-Based Digital Classroom Learning Model and High-Order Thinking Skills on the 21st-Century Skills of Elementary School Students in Indonesia

The Mediating Role of Satisfaction in Enhancing the Perception of Progress through Interaction in Online Learning

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