Supporting Learning in the COVID-19 Context: Research to Guide Distance and Blended Instruction

Autor/inn/en	Myung, Jeannie; Gallagher, Alix; Cottingham, Benjamin; Gong, Angela; Kimner, Hayin; Witte, Joe; Gee, Kevin; Hough, Heather
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Supporting Learning in the COVID-19 Context: Research to Guide Distance and Blended Instruction
Quelle	(2020), (63 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Blended Learning; Distance Education; Educational Technology; Technology Uses in Education; School Closing; School Districts; Board of Education Role; Educational Quality; Student Needs; Learner Engagement; Expectation; Educational Needs; Teachers; State Legislation; Access to Education; Time; Teaching Methods; Interpersonal Relationship; Evaluation Methods; Attendance; Formative Evaluation; Summative Evaluation; Feedback (Response); Teacher Student Relationship; Academic Standards; Needs Assessment; Safety; Coping; Stress Management; Teacher Role; Faculty Development; Synchronous Communication; Asynchronous Communication; Crisis Management; California + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School closings; Schule; Schließung; Schließung (von Schulen); School district; Schulbezirk; Quality of education; Bildungsqualität; Expectancy; Erwartung; Educational need; Bildungsbedarf; Lehrer; Lehrerin; Lehrende; Landesrecht; Education; Access; Bildung; Zugang; Bildungszugang; Zeit; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Anwesenheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Bedarfsermittlung; Sicherheit; Bewältigung; Stressmanagement; Stressbewältigung; Lehrerrolle; Krisenmanagement; Kalifornien
Abstract	This report offers a framework for districts to use in their preparation to provide quality instruction through distance and blended models. In the wake of COVID-19, "teaching as usual" will be neither possible nor sufficient to meet students' needs because California's schools have experienced disruptions to each aspect of the instructional core: teachers, students, and content. The report begins by describing the instructional core and the ways in which each of its elements has been disrupted by COVID-19. It then offers research-based strategies to mitigate that impact on students in distance and blended contexts. The final section describes the role districts must play to ensure that students receive quality instruction at scale: focusing on setting and communicating expectations about instruction; supporting educators; developing systems to address greater student needs; and improving technology and data infrastructure. The strategies and recommendations are intended to be used to frame conversations among district leaders and to guide strategic planning for the 2020-21 school year. [For the Summary Brief "Supporting Learning in the COVID-19 Context: A Summary Brief," see ED609242.] (ERIC).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01