The Canary in the Mine: Remote Learning in the Time of COVID-19

Coker, David C.

doi:10.5430/jct.v9n3p76

Cited by 18 publications

(12 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Researchers called for the development of a sense of community online, with collaboration, high expectations, and accountability. Other researchers issued similar calls for envisioning a new system around staffing, organization, and scheduling, as reviewed in Coker (2020a). The disparity between researchers' utopian dreams and the practices of lived experiences of teachers and juvenile delinquents was daunting and painted a picture of bewilderment, lack of connectivity, and lack of a sense of accomplishment.…”

Section: Discussionmentioning

confidence: 99%

Education, Policy, and Juvenile Delinquents: A Mixed Methods Investigation During COVID-19

Coker¹

2020

JEL

View full text Add to dashboard Cite

COVID-19 mitigation efforts resulted in many schools making the transition to online and remote instruction. Juvenile delinquents, as a group, attained lower academic achievement before the pandemic, and little was known how juvenile delinquents’ education fared after schools ceased face-to-face instruction. Using a mixed methods approach, three steps were conducted to analyze the education of juvenile delinquents in the United States: a qualitative literature review, a grounded theory study of teachers’ concerns in traditional schools, and an instrumental case study of juvenile delinquents’ enrollment during COVID-19. Researchers and experts recommended the development of a community online and in remote instruction, but most teachers felt overwhelmed and unable to rise to the challenge. Juvenile delinquents responded by most students disappearing from school attendance rolls. A grand theme, to shift the nature of online learning, is offered based upon the convergence of the research findings. A theory of humanistic schooling online, centered on a community of learners with the dimensions of academics, physical health, social, and attention to the individual, offers to radically transform practices and past recommendations.

show abstract

Section: Discussionmentioning

confidence: 99%

Education, Policy, and Juvenile Delinquents: A Mixed Methods Investigation During COVID-19

Coker¹

2020

JEL

View full text Add to dashboard Cite

show abstract

“…Additional set, protocols, and infrastructure up may be required for resuming physical school operations to observe sanitation and social-distancing guidelines [50]. If there a real learning loss as a result of the pandemic, schools should develop a curriculum framework for school reopening that will ensure effective teaching [24]. Lack of school readiness, safety of teachers, challenges of learners with disabilities, and meeting the educational needs of students should be addressed [70].…”

Section: Strategies For Onsite Learning Post Sars-cov-2mentioning

confidence: 99%

A Strategic Approach to Onsite Learning in the Era of SARS-Cov-2

Adarkwah

2021

SN COMPUT. SCI.

View full text Add to dashboard Cite

The COVID-19 pandemic disrupted all forms of social life, including the education sector. As part of the efforts to keep the virus at bay, onsite instruction was suspended in 188 countries across the globe, jeopardizing the educational goals of over 91% of the world's student population. Online learning emerged as an ultimate solution to the disruption caused by the COVID-19 pandemic. The main challenge of most developing countries, especially in Sub-Saharan Africa, is to ensure effective online learning across all levels of education. The lack of funds, infrastructure, effective e-learning systems, ICT gadgets, and other challenges hindered the online learning in most developing countries from achieving its intended goal. With the realization that the COVID-19 may not die out soon and the prospect of a vaccine, Ghana, like many countries, resumed onsite instruction in early 2021. The study employed a phenomenological approach through personal interviews to explore the experiences of 20 tertiary students who were the first batch of students to be part of the temporal resumption of tertiary education in Ghana. From the analysis, it was observed that universities educated their staff and students on COVID-19. Nonetheless, there were contextual challenges with; the provision of personal protective equipment (PPEs), engagement in digital learning, parent-teacher collaboration, psychological health service, and course completion. The study discusses school preparedness plan of universities for resumption and draws from the literature to outline ten strategic ways to reopen schools.

show abstract

“…While the needs of students, teachers, leaders, and communities has been a priority for policymakers during the COVID-19 pandemic, there still is a need to focus efforts on education issues that still exist even while schooling has been offered through virtual, remote, or hybrid models. So, while many students are not attending school in-person, there still are many students who have been chronically absent once schools shifted to online instruction once the pandemic began (Coker, 2020; Conrad, 2020). The impact of COVID-19 on education will be studied for quite some time and it remains an open question about how schools respond to the myriad of challenges exacerbated and created during the pandemic.…”

Section: Disrupting the Distractions Of Chronic Absenteeismmentioning

confidence: 99%

Masking Attendance: How Education Policy Distracts from the Wicked Problem(s) of Chronic Absenteeism

Childs

Lofton

2021

Educational Policy

View full text Add to dashboard Cite

Traditionally, education policy focuses on reforms that address class size, teaching and learning within classrooms, school choice, and changes in leadership as ways to improve students’ educational outcomes. Although well intentioned, education policy can distract from the multi-layered causes that impact achievement and opportunity gaps, and how students’ life circumstances can affect their school attendance. Students who miss school frequently are less likely to be impacted by even the most robust and comprehensive education reforms. This paper discusses how the root causes of chronic absenteeism are complex and that policy distractions can stifle solutions to solve school attendance issues. As a wicked problem, chronic absenteeism, requires a conceptual framework that helps to organize policy responses within all levels of the educational system, as well as expansive to include other social sectors within public policy.

show abstract

The Canary in the Mine: Remote Learning in the Time of COVID-19

Cited by 18 publications

References 22 publications

Education, Policy, and Juvenile Delinquents: A Mixed Methods Investigation During COVID-19

Education, Policy, and Juvenile Delinquents: A Mixed Methods Investigation During COVID-19

A Strategic Approach to Onsite Learning in the Era of SARS-Cov-2

Masking Attendance: How Education Policy Distracts from the Wicked Problem(s) of Chronic Absenteeism

Contact Info

Product

Resources

About