Observed Mask Use in Kindergarten Through Grade 12 Schools in Georgia-Fall, 2021.

BACKGROUND: Universal masking, with additional layered prevention strategies, was an essential tool for limiting the transmission of SARS-CoV-2 and ensuring a safe return to in-person learning for kindergarten through 12th grade (K-12) students and staff. Few studies have examined mask adherence in this setting and none have described types of masks worn or locations of mask adherence. This project sought to assess mask adherence, types worn, and location of mask adherence in K-12 settings. METHODS: This study used direct in-person observations to measure the proportion of persons wearing masks correctly; type of masks worn; and location of mask adherence in 19 K-12 schools in Georgia. RESULTS: A total of 16,222 observations were conducted. Among those observed, 85.2% wore masks, with 80.3% wearing the mask correctly. Persons in high school were less likely to wear masks correctly. Correct mask use was most often observed among persons wearing N95-type masks. The prevalence of persons wearing masks correctly in transitional spaces was 5% higher than in congregate spaces. CONCLUSION: In K-12 schools with a universal masking policy, correct mask adherence was high among individuals. Examining adherence to recommended prevention measures can provide K-12 schools feedback to inform targeted messaging and policies during future disease outbreaks.

The Current State of and Recommendations for Korean Language Education in US K-12 Schools from the Perspective of a World Language Korean Teacher -Based on the Focus Group Interview

Journal of the International Network for Korean Language and Culture 19-3, 161-197. This study aims to understand the current situation of Korean language education in American K-12 schools and to propose future objectives by interviewing World Language Korean Teachers. Focus group interviews were conducted with nine teachers in eight American states, and the findings are as follows: 1) the World Language Korean Teachers have an identity as teachers who teach Korean to achieve the educational goals of American society and local school districts among numerous non-Korean students in K-12 schools in the U.S.;2) Korean language is fiercely competing for survival among World Language subjects, and several variables affect the set up and maintenance of classes, including regional and school specificity, Hallyu, North Korean issues, determination of principals, efforts of local Korean and private organizations, support from the Korean government, and the COVID-19 pandemic;and 3) against this background, Korean language teachers are burdened with not only classes but also curriculum design, instructional design, and educational material development. Based on the above interview results, we propose support at the Korean government level, active participation in local universities, institutions, private organizations, and academic societies in the United States, and close cooperation between the two sides.(Sogang University, Korean Language Foundation Korean Curriculum Development Committee)

Development and use of a back to work symptom and risk assessment tool to reduce COVID-19 disease exposure

Technology solutions to mitigate repercussions of the COVID-19 pandemic include tools that provide guidelines and interfaces to guide behavior, reduce exposure to the disease, and enable policy-driven avenues to return to a sense of normalcy (e.g., work and school). This paper takes a design science approach to present the justification, design, development, and early assessment of a return-to-work COVID-19 symptom checker and risk assessor. The system was implemented across 34 institutions of health and education in the US State of Alabama, including over 174k users with >4 million total uses and >86k reports of exposure risk between July 2020 and April 2021. Users complied with use policies between 60-74% of the time, with k-12 schools showing higher compliance than colleges and universities. Using system use data and focus group discussions, findings indicate the system was generally accepted, used regularly, facilitated reduction of disease exposure, and enabled a path back to work and school. © 2022 IEEE Computer Society. All rights reserved.

Teachers' online preparedness in times of crises: trends from Norway and US.

The closing of schools world-wide in March 2020 due to the COVID-19 pandemic resulted in a rapid and unexpected shift from predominantly in-person teaching to online teaching practices. As teacher educators in the field of educational technology, we wondered about the preparedness of teachers for making the transition to fully online environments. Through an internationally distributed survey consisting of predominantly open-ended questions, we captured teachers' perceptions of this transition. We aimed to inform our practice and that of other teacher educators about the strengths and weaknesses of professional development designed to develop teachers' digital competence. In this paper, we present data from Norwegian (n = 574) and US (n = 239) teachers related to their elaborations on readiness. We qualitatively examined data for evidence of extent of preparedness and alignment to the pedagogical, ethical, attitudinal, and technical dimensions of digital competence. Findings indicated themes related to extent of preparedness, trends in preparation, focus on digital tools, teacher agency without autonomy, collaboration/networks, and challenges for work and learning lives. Findings informed implications and recommendations for the professional development of teachers' digital competence at the teacher education, K-12 schools, and school policy/leadership levels.

Parental care and family support as moderators on overlapping college student bullying and cyberbullying victimization during the Covid-19 pandemic

Purpose: The study examined whether parental care and family support moderate the association between school bullying victimization and cyberbullying victimization among college students by applying the social anthropological approach and social control theory Method: Data were collected for 261 college students (57.9% female) aged between 18 to 24 or older from a university in the Midwest region of the United States. A latent moderated structural equations approach was utilized Results: The data revealed that bullying victimization was positively associated with cyberbullying victimization. Moreover, parental care was a significant moderator between bullying victimization and cyberbullying victimization Discussion: These findings have implications of preventing victims of bullying becoming victims of cyberbullying. Parental involvement especially needs to be emphasized for college students' cyberbullying prevention and intervention programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Perceived Benefits and Barriers of a COVID-19 Test to Stay Program in a School District Serving Black or African American People With Low Income, December 2021.

OBJECTIVES: Quarantine after exposure to COVID-19 has resulted in substantial loss of in-person learning in schools from prekindergarten through grade 12. Test to Stay (TTS), a strategy that limits the spread of SARS-CoV-2 while prioritizing in-person learning, requires substantial investment in resources. The objective of this study was to assess the perceived benefits, barriers, and facilitators of implementing TTS in an urban school district in the Midwest serving primarily Black or African American people with low income. METHODS: In December 2021, we used a concurrent mixed-methods approach to understand perceived benefits, barriers, and facilitators of implementing TTS by combining quantitative analysis of telephone surveys conducted with parents (n = 124) and a qualitative inquiry involving key informants from the school district and local health department (n = 22). We analyzed quantitative data using descriptive statistics. We used thematic analysis to analyze qualitative data. RESULTS: Quantitative findings showed that parents supported TTS because it was convenient (n = 83, 97%) and effective (n = 82, 95%) in keeping students learning in person (n = 82, 95%) and preventing the spread of COVID-19 (n = 80, 93%). Qualitative interviews with informants found that having a clear protocol and assigning staff to specified tasks allowed for successful TTS implementation. However, insufficient staffing and testing resources, parent mistrust of testing, and lack of communication from schools were perceived barriers. CONCLUSION: The school community strongly supported TTS despite the many implementation challenges faced. This study emphasized the importance of ensuring resources for equitable implementation of COVID-19 prevention strategies and the critical role of communication.

Caregivers of Black and Latino/a/x Students and School Personnel Perspectives on School-Based SARS-CoV-2 Testing: Implications for Testing and Test-to-Stay Programs in K-12 Schools.

BACKGROUND: "Test-to-stay" (TTS) is an effective approach for keeping students in school post-exposure to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). To prepare for school-based SARS-CoV-2 testing, we implemented formative research to gather perspectives on school-based testing among school personnel, as well as caregivers of Black and Latino/a/x students given systemic racism, existing school inequalities, and the disproportionate effect of COVID-19 on Black and Latino/a/x populations. METHODS: We conducted in-depth interviews with caregivers of K-12 grade Black and Latino/a/x students and focus group discussions with K-12 school personnel. We described the forthcoming school-based SARS-CoV-2 testing program and explored potential benefits and concerns, including concerns about testing-related stigma and discrimination, particularly toward Black and Latino/a/x students, and implementation recommendations. RESULTS: Perceived testing benefits included school community reassurance and preventing school outbreaks. Concerns included potential student anxiety, classroom disruption, inaccurate results, and limited information for caregivers. Some participants mentioned that testing-related stigma and discrimination could happen based on the testing selection process or results but not due to race or ethnicity. Participants provided numerous testing recommendations, including suggestions to prevent negative outcomes. CONCLUSIONS: Participants believed that stigma and discrimination from SARS-CoV-2 testing is possible, although differential treatment based on race or ethnicity was not anticipated. Participants' narratives provide support for school-based testing and the testing component of TTS.

Reading achievement declines during the COVID-19 pandemic: evidence from 5 million U.S. students in grades 3-8.

The COVID-19 pandemic has been an unprecedented disruption in students' academic development. Using reading test scores from 5 million U.S. students in grades 3-8, we tracked changes in achievement across the first two years of the pandemic. Average fall 2021 reading test scores in grades 3-8 were .09 to .17 standard deviations lower relative to same-grade peers in fall 2019, with the largest impacts in grades 3-5. Students of color attending high-poverty elementary schools saw the largest test score declines in reading. Our results suggest that many upper elementary students are at-risk for reading difficulties and will need targeted supports to build and strengthen foundational reading skills. Supplementary Information: The online version contains supplementary material available at 10.1007/s11145-022-10345-8.

Utility of a Test-to-Return Strategy to Identify Individuals With Coronavirus Disease 2019 (COVID-19) in the Prekindergarten Through Grade 12 School Setting-District of Columbia, January 2022.

The highly transmissible severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) Omicron variant led to increased hospitalizations, staffing shortages, and increased school closures. To reduce spread in school-aged children during the Omicron peak, the District of Columbia implemented a test-to-return strategy in public and public charter schools after a 2-week break from in-person learning.

Outreach Projects: Towards a Structured Curricular Activity for Chemical Engineering Students

Promotion of STEM careers in K-12 schools is essential for the sustainable progress of the world. College students from engineering careers can provide a unique contribution to this effort. Their experience is like the K-12 school environment. However, they have advanced knowledge and skills of their critical role in society. They can offer a realistic model for K-12 students to guide their career choice and to become motivated for STEM college education. In addition, college students benefit from these experiences by reinforcing their commitment to a successful career, and to service the communities that have supported their education. Moreover, the teamwork required for an efficient and engaging set of activities provides possibilities for the inclusion and diversity of different perspectives based on their personal experiences at school. In addition, this team effort provides for the development of multiple skills for their professional job. However, though the benefit of this strategy is well known, most colleges promote outreach as extracurricular activities. This paper discusses a three-year experience in the Chemical Engineering Department, with the participation of 360 college students, in 70 projects, reaching over 2,000 school students, as a curricular requirement for capstone courses. Continuous improvements have been in progress to provide a systematic approach while remaining flexible for innovation. This has proved valuable in sustaining the continuity of the experience during the COVID-19 pandemic. Activities are organized each semester using project management techniques (plan, logbook, reports, and meetings). The instructor monitors and coaches these activities using a virtual platform MS TEAMS. Activities include an early presentation of the project proposal (week 2), a scheduled progress report presentation (week 4), a meeting with the instructor before delivering the activity to the selected community (weeks 4-8), a poster and a final presentation (weeks 12-14). Students also deliver a package with all the information, including in-person or virtual presentation or hands-on activity, pre- and post- surveys to the audience, interactions with K-12teachers, flyers and other materials (i.e., materials for demonstrations, activities). Schoolteachers frequently report on their impression or evaluation of the activities. Students gather and analyze surveys on the impact of their activities. All classmates review and peer grade deliverables from other teams. Students evaluate their teammates' performance in this project. Students provide a self-assessment of their individual experience. They earn up to 10% of the definitive grade of the course for this outreach project. This approach has proved to be fully sustainable, and with an overwhelming satisfaction of all the participants. © American Society for Engineering Education, 2022.

Work-in-Progress: Rapid Development of Advanced Virtual Labs for In-Person and Online Education

During the closure of K-12 schools and universities due to the COVID-19 pandemic, many educators turned to web conferencing tools such as Zoom and WebEx to deliver online lectures. For courses with labs, some teachers provide recorded videos of real labs. Watching recorded lab videos is a passive experience, as the procedures and point of view are fixed, and students do not have any control of the lab and thus miss the opportunity to explore different options, including making mistakes that is important part of the learning process. One approach that holds great potential to enhance laboratory experience for online education is the use of computer-based modeling and simulation tools. Simulation based virtual laboratories emulate lab equipment and configurations in highly realistic 3D environments and can provide very effective learning experiences. While there exist limited interactive lab computer simulations for various subjects, their presentations are still very primitive and often lack realism and complexity. This paper presents methodologies and preliminary findings on rapid development of advanced virtual labs using modeling and simulation for in-person and online education. The importance of modeling and simulation has long been recognized by the scientific community and agencies such as DoD and NSF. However, high-quality simulations are not commonplace, and simulations have not been widely employed in education. Existing simulations for education lack interoperability and compatibility. While there are sporadic uses of computer-based simulations in education that were developed in a piecemeal fashion, there was never systematic development at an industry level for such purposes. Virtual lab development usually require substantial amount of effort and lack of systematic research on rapid virtual lab development hinders their wide use in education. This paper proposes a wholistic and systematic approach for addressing the issues in rapid lab simulation development from several perspectives, including rapid generation of virtual environment, integration of state-of-the-art industry leading software tools, advanced software design techniques that enables large scale software reuse, and innovative user interface design that facilitate the configuration and use of virtual labs by instructors and students. This paper will implement a virtual circuit lab that emulates a circuit lab for the course PHYS 303 offered at Old Dominion University and will be used to elucidate the crucial methodologies for rapid virtual lab development. The virtual lab contains highly realistic visual renderings and accurate functional representations of sophisticated equipment, such as digital oscilloscopes, function generators, and digital multimeters, and authentic rendition of the lab space. The virtual lab allows analog and digital circuit simulation by integrating the de-facto industry standard circuit simulation engine SPICE and Xspice, supporting the circuit labs in course PHYS 303. The Unity game engine is used to develop the front end of the virtual lab. Advanced software development methodologies will be investigated to facilitate software reuse and rapid development, e.g., the same simulation code can be used to support equipment manufactured by different vendors. The paper will also investigate the impact of fidelity of the virtual lab, e.g., equipment and lab room, on student learning outcomes and efficacy. © American Society for Engineering Education, 2022.

The COVID-19 School Year: Learning and Recovery Across 2020-2021

The schooling disruptions due to the COVID-19 pandemic continue to reverberate across the K-12 educational system more than a year after schools closed for in-person instruction. In this study, we examined the aftermath of these disruptions by modeling student achievement trends prior to and during the pandemic, with particular focus on growth in 2020-2021. The data included test scores from 4.9 million U.S. students in Grades 3 through 8. Although the average student demonstrated positive gains in math and reading during the 2020-2021 school year, students were still behind typical (prepandemic) averages by spring 2021 (0.16 to 0.26 standard deviations behind in math and 0.06 to 0.11 standard deviations behind in reading). Furthermore, growth in math was more variable than in prior years, and much of the gains occurred among initially high-performing students pulling further ahead. Findings support the theory that the pandemic left students behind academically across the board while also worsening existing educational inequities.

Resources Required for Implementation of SARS-CoV-2 Screening in Massachusetts K-12 Public Schools in Winter/Spring 2021.

BACKGROUND: The financial costs and human resource requirements at the school and district level to implement a SARS-CoV-2 screening program are not well known. METHODS: A consortium of Massachusetts public K-12 schools was formed to implement and evaluate a range of SARS-CoV-2 screening approaches. Participating districts were surveyed weekly about their programs, including: type of assay used, individual vs. pooled screening, approaches to return of results and deconvolution of positive pools, number and type of personnel, and hours spent implementing the screening program, and hours spent on program implementation. RESULTS: In 21 participating districts, over 21 weeks from January to June 2021, the positivity rate was 0.0% to 0.21% among students and 0.0% to 0.13% among educators/staff. The average weekly cost to implement a screening program, including assay and personnel costs, was $17.00 per person tested; this was $46.68 for individual screenings and $15.61 for pooled screenings. The total weekly costs by district ranged from $1,644 to $93,486, and districts screened between 58 and 3675 people per week. CONCLUSIONS: Where screening is recommended for the 2021 to 2022 school year due to high COVID-19 incidence, understanding the human resources and finances required to implement screening will assist district policymakers in planning.

A Look into Increasing the Number of Veterans and Former Government Employees Converting to Career and Technical Cybersecurity Teachers

The current state of technology with recent explosions in the digital processing of paperwork, computer networking use, and online and virtual approaches to areas, which until very recently had traditional and non-computerized ways of operating, led to a steady increase in the demand for jobs in the area of computer science and cybersecurity. The education system, the pipeline for the incoming workforce, needs to keep up with this tremendous pace in technology and the job market. The current K-12 school system has been extensively challenged to fill out necessary positions in order to address the increasing need for programs that respond to industry and government entity gaps in employment. The COVID-19 pandemic forced a large segment of the economy to swiftly move to virtual working and virtual learning. This further increased the already large demand for cybersecurity jobs and accelerated the pace at which the development of necessary education pathways is required. The education system, on all different levels, needs to adjust to this pace in order to enable a large number of future graduates to fill these new jobs. There is currently a large gap in the number of K-12 level teachers available in the area of career and technical education. One possible solution to this problem may come from a specific segment of the workforce, veterans. This paper will provide an overview of different challenges that many veterans are facing after joining career switcher programs for future teachers. © American Society for Engineering Education, 2021

Action Research Revelations: The Challenges and Promises of Implementing Informal STEM Experiences in K-12 School Settings (Work in Progress, Diversity)

Catalyzing Inclusive STEM Experiences All Year Round (CISTEME365) is a multi-year, multi-pronged project funded by the National Science Foundation (NSF). We worked with K-12 school educators to improve their understanding and promote practices that purposely influence students' science, engineering, technology, and mathematics (STEM) interests and career trajectory. We also supported creating and implementing out-of-school STEM clubs that offer students inquiry-driven engineering design and other hands-on STEM experiences throughout the school year. As part of our larger project goals, we tasked a networked community of middle/high school teachers, counselors, and administrators to develop action research projects to improve STEM equity within their schools. We provide initial findings on school educators' experiences and perspectives implementing informal STEM learning within their schools through initial coding and analysis of document materials and transcripts. These materials reveal how unique school characteristics (i.e., support from multiple school educators, clear STEM club leadership roles, and intentional recruitment strategies) hinder or aid in successfully implementing informal STEM learning opportunities. With the COVID-19 pandemic unfolding, some school educators revealed the difficulty of setting up and transitioning their STEM club to a virtual format. Other school educators also remarked how shifts in their educator mindsets from our CISTEME365 STEM equity content led to reimagined instructional strategies that supported their students' STEM interests and awareness. Our study highlights the power of action research and a community of practice for implementing school-based, informal STEM opportunities. By exposing school educators to a broader set of STEM career pathways, emphasizing the field of engineering, our work aims to promote a pluralistic understanding of STEM career pathways for both K-12 educators and students. © American Society for Engineering Education, 2021

Acceptance of Saliva-Based Specimen Collection for SARS-CoV-2 Testing Among K-12 Students, Teachers, and Staff.

OBJECTIVE: Saliva specimens collected in school populations may offer a more feasible, noninvasive alternative to nasal swabs for large-scale COVID-19 testing efforts in kindergarten through 12th grade (K-12) schools. We investigated acceptance of saliva-based COVID-19 testing among quarantined K-12 students and their parents, teachers, and staff members who recently experienced a SARS-CoV-2 exposure in school. METHODS: We surveyed 719 participants, in person or by telephone, who agreed to or declined a free saliva-based COVID-19 reverse-transcription polymerase chain reaction test as part of a surveillance investigation about whether they would have consented to testing if offered a nasal swab instead. We conducted this investigation in 6 school districts in Greene County (n = 3) and St. Louis County (n = 3), Missouri, from January 25 through March 23, 2021. RESULTS: More than one-third (160 of 446) of K-12 students (or their parents or guardians), teachers, and staff members who agreed to a saliva-based COVID-19 test indicated they would have declined testing if specimen collection were by nasal swab. When stratified by school level, 51% (67 of 132) of elementary school students or their parents or guardians would not have agreed to testing if a nasal swab was offered. CONCLUSIONS: Some students, especially those in elementary school, preferred saliva-based COVID-19 testing to nasal swab testing. Use of saliva-based testing might increase voluntary participation in screening efforts in K-12 schools to help prevent the spread of SARS-CoV-2.

Examining technology integration in K-12 schools through the TPACK framework during the COVID-19 pandemic

This study examined technology integration in K-12 schools during a global pandemic from the perspective of classroom teachers. Three theoretical frameworks were used to support this study: Technological Pedagogical Content Knowledge (TPACK), Substitution Augmentation Modification Redefinition (SAMR) Model Theory, and Sensemaking Theory. TPACK is a conceptual framework that evolved from Shulman's (1986) theory of Pedagogical Content Knowledge (PCK). According to TPACK, technology integration is achieved when instructors master content knowledge, as well as pedagogy, and integrate those skill sets with technology matched for the learning experience (Mishra & Koehler, 2006). The SAMR (Substitution, Augmentation, Modification, Redefinition) Model Theory provides a framework that describes four levels of technology integration: substitution, augmentation, modification, and redefinition (Puentedura, 2013). The Sensemaking Theory states that when people are faced with anomalies, they create their own structure to make sense of the unknown (Weick, 1995). The study was structured using a descriptive quantitative survey design. Teachers in grades K-12 from schools throughout the state of Georgia answered 46 Likert-scaled questions on the Survey of Preservice Teachers' Knowledge of Teaching and Technology. It was guided by seven research questions that are congruent with the seven domains of TPACK. The researcher investigated how K-12 teachers perceive technical knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge.Findings from this study indicated that teachers assessed themselves consistently to be most competent teaching with technology in the content areas of literacy and social studies. On the contrary, scores on the instrument were lowest in the content areas of mathematics and science. Teachers also ranked consistently low on items that addressed their ability to provide leadership in helping others to coordinate the use of content, technologies, and teaching approaches. Study data can be used to inform district and school leaders on how teachers perceive their own strengths and weaknesses when integrating technology with content using sound pedagogy. Furthermore, school leaders can adjust models of support to help teachers improve in the TPACK domains that indicate emerging mastery and maximize skills in the TPACK domains where they are already proficient. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Instances of School Shootings are Down, Now What: A Review of Trauma Frameworks for Public School Use

Public school shootings in the U.S. have increased over the past few decades. Trauma related to these events is leading to many conversations concerning ways to manage its effects in the aftermath of school shootings. Current research on how public schools can effectively address the trauma and trauma-related symptomology from public school shootings is varied. With a marked decrease in school shootings related to the recent COVID-19 pandemic, a unique opportunity to explore solutions and reopen schools with improved trauma plans presents itself. Three trauma frameworks are explored for relevant and informed solutions that can be used as a resource for addressing the effects of trauma and aiding traumatized individuals in moving forward following a school shooting. Implications of this discussion include benefits to survivors of school shootings and applicability to trauma survivors in general.

Weekly SARS-CoV-2 screening of asymptomatic kindergarten to grade 12 students and staff helps inform strategies for safer in-person learning.

Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) transmission in K-12 schools was rare during in 2020-2021; few studies included Centers for Disease Control and Prevention (CDC)-recommended screening of asymptomatic individuals. We conduct a prospective observational study of SARS-CoV-2 screening in a mid-sized suburban public school district to evaluate the incidence of asymptomatic coronavirus disease 2019 (COVID-19), document frequency of in-school transmission, and characterize barriers and facilitators to asymptomatic screening in schools. Staff and students undergo weekly pooled testing using home-collected saliva samples. Identification of >1 case in a school prompts investigation for in-school transmission and enhancement of safety strategies. With layered mitigation measures, in-school transmission even before student or staff vaccination is rare. Screening identifies a single cluster with in-school staff-to-staff transmission, informing decisions about in-person learning. The proportion of survey respondents self-reporting comfort with in-person learning before versus after implementation of screening increases. Costs exceed $260,000 for assays alone; staff and volunteers spend 135-145 h per week implementing screening.

How Can We Support Online Learning for Elementary Students? Perceptions and Experiences of Award-Winning K-6 Teachers.

K-12 online learning can be advantageous in a variety of circumstances, including inclement weather days and emergency remote teaching. With the lessons learned from the COVID-19 pandemic, many K-12 districts may consider ways to incorporate online learning into their regular school plans after they resume face-to-face instruction. However, the most challenges to online learning seemed to take place at the elementary level. This brings up an important question: What should elementary online teaching and learning look like? We examined six award-winning K-6 teachers' perspectives on and experiences with online instruction and practices for elementary students. The teachers suggested that online instruction to support elementary students' learning should be (a) organized, (b) engaging, and (c) interactive. Teachers also suggested that developmentally appropriate use of technology and parental involvement may foster elementary students' online learning experiences.