Was wissen wir über schulische Lehr-Lern-Prozesse im Distanzunterricht während der Corona-Pandemie? – Evidenz aus Deutschland, Österreich und der Schweiz

Abstract

ZusammenfassungDer Review gibt einen systematischen Überblick über den quantitativen Forschungsstand zur Schulsituation und zum Lehren und Lernen während der Corona-Pandemie. Der Review umfasst 97 Online-Befragungen, die in der Zeit vom 24. März 2020 bis 11. November 2020 durchgeführt wurden und 255.955 Fälle (Schüler*innen, Eltern, Lehrkräfte, Schulleitungen u. a.) erfassten. Die Analyse und Synthese der Befunde erfolgt entlang zweier Modelle, dem Phasenmodell des Forschungsprozesses und einem integrativen Modell zur Distance Education. Der Review macht deutlich, dass zentrale Aspekte des Lehrens und Lernens während den coronabedingten Schulschließungen im Frühjahr 2020, wie bspw. Merkmale des Fernunterrichts (z. B. Qualitätsdimensionen), Schülermerkmale (z. B. Selbständigkeit) und Merkmale der häuslichen Ressourcen für das Lernen (z. B. die elterliche Unterstützung), bereits Gegenstand vieler Befragungen waren. Die Schulsituation während der Corona-Pandemie stellt daher kein unerforschtes Phänomen mehr dar. Vielmehr fordert das wissenschaftliche Ethos von Forscher*innen dieses Feldes, den aktuellen Forschungsstand in ihren Arbeiten zu berücksichtigen. Der vorgelegte Review soll diese Aufgabe erleichtern, indem nicht nur die existierenden Befragungen gelistet, sondern deren zentrale Erkenntnisse synthetisiert werden. Darüber hinaus liefert der Review eine relevante Informationsbasis für Entscheidungen und für das Handeln in den jeweiligen Verantwortungsbereichen der Politik, Verwaltung und Schulpraxis. Gleichzeitig warnt der Review vor einer unreflektierten Übernahme der Befunde, indem die wissenschaftliche Qualität der Befragungen kritisch diskutiert wird.

Joy of distance learning? How student self-efficacy and emotions relate to social support and school environment

“…To sum up, while most previous studies have included responses only from parents and teachers (Helm et al, 2021, Steinmayr et al, 2020), the present study offers detailed insights into the emotional and motivational constitution of students immediately after distance learning. The study results corroborate the existing findings on the capacity of support by relatives and support by school authorities, thus emphasizing the importance of well-structured learning, productive virtual exchange during digital lessons, and support by school authorities.…”

“…The present results reveal that support structures are well suited to buffer negative effects on emotional wellbeing, motivation, and learning outcomes. However, this implies that students in socially under-privileged contexts suffer more from school closures than those who receive a high amount of support at home (Helm et al, 2021). Therefore, establishing and maintaining productive relationships and communication structures between students and teachers is important to compensate for social inequalities during distance learning.…”

“…In sum, previous research on the relation between different sources of support, as well as other contextual factors, and emotional and motivational consequences has suggested that the school closures during the COVID-19 pandemic pose a risk for the emotional wellbeing and educational success of students in general and students from less-supportive families in particular (Helm et al, 2021). Although the studies by Huber and Helm (2020a, 2020b), Huber et al (2020), and Helm et al (2021), provide an overview of a wide range of school-relevant variables from several perspectives, a thorough understanding of emotional and motivational processes, as well as “buffering mechanisms,” requires more faceted information on students’ perception of the crisis and their emotions, motivations, and contextual help structures. Another limitation of Huber and Helm’s (2020a, 2020b) study is that they used only single items to assess students’ perceptions.…”

“…Martin-Chang et al (2011), for instance, found that students who received structured homeschooling outperformed public school students in all subjects but that students who received unstructured homeschooling showed statistically significant reduced performances compared to public school students. As distance learning under COVID-19 circumstances is much more a consequence of a closed school than a voluntary decision to be educated at home, students in distance learning might be especially disadvantaged (Helm et al, 2021) because many parents have no time to guide their children during their lessons. This is especially relevant when teachers do not pre-structure the working process (Voss and Wittwer, 2020).…”

Swiss Primary Teachers’ Professional Well-Being During School Closure Due to the COVID-19 Pandemic

“…Although the sample was highly biased with an overrepresentation of German adolescent students, the collected data showed that school closure has been highly demanding for students, parents, and teachers as well as schools as organizations. A review of studies on German, Swiss, and Austrian schools during COVID-19 related school closure shows that the variety of applied teaching practices ranged from weekly task-books that students had to edit without or only minimal contact with teachers and peers to regular online meetings with the teacher and the whole classroom ( Helm et al, 2021 ).…”