Learning During the COVID-19 Pandemic: It Is Not Who You Teach, but How You Teach

Orlov, George; McKee, Douglas; Berry, James; Boyle, Austin; DiCiccio, Thomas J.; Ransom, Tyler; Stoye, Joerg

doi:10.3386/w28022

Cited by 44 publications

(47 citation statements)

References 2 publications

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“…For example, Gonzalez et al (2020) analyzed just 458 students at 1 university. Similarly, Orlov et al (2020) observed economics students in just 7 classes across 4 universities. While the information these studies presented remains relevant to their observed samples, research that can more accurately represent larger groups of students remains crucial to policy makers.…”

Section: Discussionmentioning

confidence: 89%

“…Tomasik et al (2020) found learning progress of primary school students in Switzerland during inperson learning to be more than twice as high compared to the progress made during the eight-week school closure. Orlov et al (2020) determined that economics students at four USA universities were 0.19 SD behind. Kuhfeld et al (2020) found that Grade 3-8 students in the USA scored 5-10 percentile points below historic levels in math.…”

Section: Sample Sizementioning

confidence: 99%

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Learning Loss During COVID-19: An Early Systematic Review

Donnelly

2021

Preprint

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With COVID-19 having caused significant disruption to the global education system, researchers are beginning to become concerned with the impact that this has had on student learning progress and, in particular, if learning loss has been experienced. To evaluate this, we conduct a thorough analysis of recorded learning loss evidence documented between March 2020 and March 2021. This systematic review aims to consolidate available data and document what has currently been reported in the literature. Given the novelty of the subject, eight studies were identified; seven of these found evidence of student learning loss amongst at least some of the participants, while one of the seven also found instances of learning gains in a particular subgroup. The remaining study found increased learning gains in their participants. Additionally, four of the studies observed increases in inequality where certain demographics of students experienced learning losses more significant than others. It is determined that further research is needed to increase the quantity of studies produced, their geographical focus, and the numbers of students they observe.

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Section: Discussionmentioning

confidence: 89%

Section: Sample Sizementioning

confidence: 99%

Learning Loss During COVID-19: An Early Systematic Review

Donnelly

2021

Preprint

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“…Given the vast number of obstacles students face with remote learning, especially with the abrupt transition from COVID-19, it's not surprising that performance may have dwindled. Orlov, et al (2020) found in a study examining seven economics courses, that students performed worse during the Spring of 2020 when teaching went remote compared to the Spring or Fall of 2019. In this paper, we have the luxury of examining the same math finance undergraduate course over 6 quarters and comparing the student performance based on overall scores and team-based quiz scores.…”

Section: Literature Reviewmentioning

confidence: 99%

Covid-19

Ludwig

2021

Int J Innov Educ Res

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COVID-19 and its ensuing pandemic ignited an atomic bomb on educational systems across the world invoking an emergent and abrupt transition to remote learning. The aftershocks were unpredictable but left a crippled educational system where students were forced into their bedrooms, sometimes deported to their homelands in different time-zones and isolated from their friends and peers. Learning quickly transitioned from social face-to-face interactions to an estranged and detached face-to-computer dependence. Although some introverted students welcomed this transition, many were dissatisfied, and their performance reflected this sentiment. In this study, we compare students’ performance in an undergraduate mathematics class in a large research-intensive university in the Western United States of America over a 2-year time period from 2019 to 2020. This started as a traditional lecture-style course for 3 quarters, transitioned to a hybrid lecture style with integrated adaptive team-based quizzes for 2 quarters, and abruptly changed with the COVID-19 pandemic to online lectures with team-based quizzes for 1 quarter. We demonstrate in our retrospective data analysis that the performance gains from the traditional lecture-style transition to active learning were subsequently lost in the movement to remote learning. We discuss the many obstacles that may have accounted for this loss of performance and suggest future directions for improving remote active learning methodologies.

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“…Our findings are also pertinent to an emerging body of evidence showing that the harmful effects of school closures can be reduced through some types of school and home investments. Evidence from France, Italy and the US suggests that interactive distance learning (such as online classes) substantially reduces the negative impacts of school closures, though it is nevertheless less effective than in-person teaching (Champeaux et al, 2020;Orlov et al, 2020). These findings underline how the quality of home learning will depend on the resources and support that students have available to them, which have been found to be unevenly distributed, often along existing lines of disadvantage.…”

Section: Introductionmentioning

confidence: 99%

Inequalities in responses to school closures over the course of the first COVID-19 lockdown

Cattan¹,

Farquharson²,

Krutikova³

et al. 2021

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In England, school closures due to the COVID-19 pandemic represented a sudden but relatively longlasting shock to children's education. During the first lockdown, schools were closed to all but the most vulnerable children and those with key worker parents from 23 March to the end of May; they began to reopen in June and July, but some children remained out of the classroom until September. In this paper, we follow a panel of children between April/May and June/July 2020 to document how home learning experiences changed over the course of the first lockdown, and how these changes were influenced by the partial and voluntary return to school over this period.

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Learning During the COVID-19 Pandemic: It Is Not Who You Teach, but How You Teach

Cited by 44 publications

References 2 publications

Learning Loss During COVID-19: An Early Systematic Review

Learning Loss During COVID-19: An Early Systematic Review

Covid-19

Inequalities in responses to school closures over the course of the first COVID-19 lockdown

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