Editorial: Learning in Times of COVID-19: Students', Families', and Educators' Perspectives

Gehrer, Karin; Fackler, Sina; Street, Karin Sørlie; Gnambs, Timo; Lindorff, Ariel; Lockl, Kathrin

doi:10.3389/fpsyg.2022.915250

Cited by 2 publications

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“…Also, this review reported significant heterogeneity of study findings. More recent studies have confirmed the detrimental effects of the school lockdown on students' learning (see also Gehrer et al, 2022;Schult et al, 2022). Deviant findings are reported in the literature by some authors who did not analyze standardized tests but focused on students' data from digital learning environments (see Hammerstein et al, 2021), which some schools offer their students to practice language and arithmetic skills.…”

Section: Introductionmentioning

confidence: 87%

Effects of the COVID-19 school lockdowns on language and math performance of students in elementary schools: implications for educational practice and reducing inequality

et al. 2023

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The current study investigates the effects of the school lockdowns during school years 2019–2020 and 2020–2021 on the achievement scores of primary school students during the COVID-19 pandemic. We analyzed scores for spelling, reading fluency (i.e., decoding speed), reading comprehension, and mathematics from standardized student tracking systems for 5125 students from 26 primary schools in the urban region of The Hague, the Netherlands. Results showed that students in grades 1 through 3 had significant learning delays after the first lockdown. However, results after the second lockdown showed that most students were able to catch up, compared to students from corresponding grades of cohorts before COVID-19. The magnitude of these positive effects was mostly close to the negative effect of the first lockdown. Apparently, during the second lockdown, schools seemed better prepared and able to deliver more effective home schooling and online instruction. The hypothesis that students’ learning from a low SES home environment will suffer most from the school lockdowns could only partly be confirmed. SES effects at the individual level tended to be mitigated by negative effects of SES at the school level, making SES-related differences between schools less profound. The findings of this study offer a broader perspective to evaluate the effects of long-term school closures. Implications for educational practice and issues of inequality between students are discussed.

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Section: Introductionmentioning

confidence: 87%

Effects of the COVID-19 school lockdowns on language and math performance of students in elementary schools: implications for educational practice and reducing inequality

et al. 2023

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“…In recent times, due to a world in constant evolution, with great technological advances [1], and the effects of the recent pandemic [2,3], researchers seek to build novel learning environments to develop lifelong skills in students [4,5]. Additionally, educational institutions seek to implement strategies and methodologies that offer continuity in the students' learning and motivate them along the teaching-learning process, allowing a balance in the effort of teachers to adapt their courses.…”

Section: Introductionmentioning

confidence: 99%

Implementation of a Mixed Strategy of Gamification and Flipped Learning in Undergraduate Basic Programming Courses

et al. 2023

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The post-pandemic stage has accelerated the search for innovative ways that impact the teaching–learning process. Flipped learning and gamification have been used as active learning strategies to increase motivation and student learning gains. Both strategies have shown positive results when applied alone and when compared to traditional modalities. In this work, we present a quantitative study that was applied to 414 students throughout a complete course of basic programming, divided into four groups: (1) group that applied flipped learning using videos, (2) group that applied outside-class gamification, (3) group that applied both strategies, and (4) control group. A pretest–posttest process, with 96 true or false questions test, was applied to the groups to find out the normalized learning achievements of the students. A statistical analysis found that the students in groups 1 and 2 performed significantly better (+9%) than the students in the control group. In addition, the students of group 3 had a lower performance than the students of groups 1 and 2 (−10%). Our results confirm that active learning in a flipped classroom and the use of gamification can be useful and strategic tools for advancing the new way of educating in the post-pandemic period.

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Editorial: Learning in Times of COVID-19: Students', Families', and Educators' Perspectives

Cited by 2 publications

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Effects of the COVID-19 school lockdowns on language and math performance of students in elementary schools: implications for educational practice and reducing inequality

Effects of the COVID-19 school lockdowns on language and math performance of students in elementary schools: implications for educational practice and reducing inequality

Implementation of a Mixed Strategy of Gamification and Flipped Learning in Undergraduate Basic Programming Courses

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