Remote learning. Rapid Literature Review

Abstract

Rapid Literature Review 2. INTRODUCTION This rapid literature review identifies effective practice in remote learning and synthesises key evidence relevant to education in Australia during the 2020 COVID-19 pandemic. It draws upon bodies of literature about education in emergencies, access and equity, distance education, blended learning, and quality teaching and learning using technology. The focus is primarily on Kindergarten to Year 12 schooling in Australia. Although large-scale remote learning has never been experienced before, it is possible to identify effective practice by using robust studies from non-pandemic-related literature. These insights can be considered in light of emergent literature, commentary in academic media and in journals, and information published on educational, government, and professional websites. The literature firstly examines education in emergencies, as this underpins the initial crisis approaches and preparedness for the shift to remote learning. The research in this area has a strong focus on implications for wellbeing. The review is then organised into sections that align with the four key themes identified in the literature: °Q uality teaching and learning °T echnology in education °C ontext is important °T he home learning environment. Pedagogical models and frameworks examined in the literature are presented and discussed in Appendix A. The structure of this review assists in providing clearer navigation of the complex learning contexts experienced by schools and families during this pandemic. Through this lens, schools and education sectors can reflect upon their response, how they might be best prepared for ongoing and future situations, and how schooling might be improved. 2.1 Definitions A wide body of literature from the past two decades has guided the way that learning is discussed across school and non-school settings. This is with or without the use of technology. Emergency remote teaching (ERT) is the definition best used to describe the approach to remote teaching and learning during the pandemic. It is a "temporary shift of instructional delivery" due to crisis circumstances (Hodges et al., 2020, n.p.). The differences between emergency remote teaching and well-planned online learning are discussed by Hodges et al., (2020), who make the important point that emergency remote teaching is a rapid approach that is unable to make full use of quality online learning design approaches (Hodges et al., 2020). Other definitions used in this review are located after the conclusion.

A Balancing Act During Covid-19: Teachers' Self-Efficacy, Perception of Stress in the Distance Learning Experience

“…Muirhead ( 2000 ) has reported on the stress generated in teachers who were expected to create online courses and had not had any form of pre-service training on distance learning: online teaching in itself was also perceived as additional work for it meant possibly working at any moment of day or/and night including weekends, and “… providing technological support ” (p.320) to students and families who were less familiar with these tools. During Covid-19, this scenario was further confirmed (Cowden et al, 2020 ) with the addition of an increase in screen time, which has generated even further stress (Ziebell et al, 2020 ) known as “ technostress ” and which has affected teaching performance (Christian et al, 2020 ). Yet independent of the type of stress, stress itself may be perceived differently by each person.…”

“…From all closures, schools have taken a great toll for they had to ensure some form of distance learning (Buccolo et al, 2020 ; Kim and Asbury, 2020 ; Remuzzi and Remuzzi, 2020 ; UNESCO, 2020 ). Teachers and students were forced to quickly shift to a completely new method to continue their school program by relying on any means they had available at the time (Cowden et al, 2020 ; Daniel, 2020 ; Telli, 2020 ). This experience was shaped by many factors: from level of technological knowledge/resources (König et al, 2020 ) to drastic changes in lifestyle further enhanced by a sense of uncertainty (Hawryluck et al, 2004 ; Berinato, 2020 ; Brooks et al, 2020 ).…”

“…In fact, while working and studying from home (Dhawan, 2020 ; Palareti, 2020 ; Reimers and Schleicher, 2020 ), teachers and students suddenly found themselves having to learn very quickly how to use digital tools they were barely familiar with, often encountering various types of problems as well as difficulty in guaranteeing access and the necessary resources (European Commission, 2020 ; Palareti, 2020 ). This method also meant having an appropriate space to work/study (Cowden et al, 2020 ; Filandri and Semi, 2020 ) and a number of devices available to family members who may need them at the same time (Lucisano, 2020 ; Ranieri et al, 2020 ; UNESCO, 2020 ). These difficulties in organizing distance learning became a source of stress for many teachers (Cowden et al, 2020 ; Palareti, 2020 ; Ziebell et al, 2020 ).…”

“…This method also meant having an appropriate space to work/study (Cowden et al, 2020 ; Filandri and Semi, 2020 ) and a number of devices available to family members who may need them at the same time (Lucisano, 2020 ; Ranieri et al, 2020 ; UNESCO, 2020 ). These difficulties in organizing distance learning became a source of stress for many teachers (Cowden et al, 2020 ; Palareti, 2020 ; Ziebell et al, 2020 ).…”

Implementation of e-learning curriculum in higher education

“…Teachers' involvement in planning is required for the technology to meet instructional needs. Furthermore, teachers need time to hone facilitation skills and assessment practices if the instruction is offered online (Australian Council for Educational Research [ACER], 2020; Interagency Network for Education in Emergencies [INEE], 2020, as cited in Cowden et al, 2020). Likewise, what students learn depends on their teachers' experiences and activities.…”