A systematic review of K-12 education responses to emergency remote teaching during the COVID-19 pandemic.
Int Rev Educ
; 68(6): 811-841, 2022.
Article
in English
| MEDLINE | ID: covidwho-2248590
ABSTRACT
Emergency remote teaching (ERT) has potential for transforming future instruction and learning across the K-12 educational domain. The study presented here evaluated empirical evidence from peer-reviewed literature pertaining to the challenges and opportunities experienced by teachers and students during the implementation of ERT prompted by the COVID-19 pandemic. To locate relevant reports and research, the authors explored three databases Web of Science, ScienceDirect and Scopus. Based upon predefined selection criteria, they selected 51 studies for thematic and content analysis. Next, they developed a taxonomy which comprised three categories (1) K-12 education responses to ERT; (2) educational inequality; and (3) learning outcomes. Using this taxonomy, the authors conducted a deep analysis and critical review to highlight multiple challenges and critical gaps in the literature surrounding ERT in K-12 education settings. Their review reveals innovative strategies for overcoming obstacles to technological readiness, online learning adaptation and teachers' and students' physical and mental health. This knowledge will be valuable to policymakers, researchers, practitioners and educational institutions in reducing the adverse effects of catastrophic situations on childhood education in the future.
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Type of study:
Experimental Studies
/
Qualitative research
/
Reviews
/
Systematic review/Meta Analysis
Language:
English
Journal:
Int Rev Educ
Year:
2022
Document Type:
Article
Similar
MEDLINE
...
LILACS
LIS