Learning during Lockdown: How Socially Interactive Were Secondary School Students in England?

Autor/inn/en	Williamson, Joanna; Suto, Irenka; Little, John; Jellis, Chris; Carroll, Matthew
Titel	Learning during Lockdown: How Socially Interactive Were Secondary School Students in England?
Quelle	In: Research Matters, (2021) 32, S.22-44 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-6031
Schlagwörter	Secondary School Students; Student Attitudes; Learning Experience; Comparative Analysis; COVID-19; Pandemics; Educational Change; Student Responsibility; Access to Computers; Distance Education; Handheld Devices; Telecommunications; Laptop Computers; Social Isolation; Educational Environment; Interpersonal Relationship; School Closing; Foreign Countries; Peer Relationship; Family Environment; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sekundarschüler; Schülerverhalten; Lernerfahrung; Bildungsreform; Distance study; Distance learning; Fernunterricht; Telekommunikationstechnik; Laptop computer; Laptop; Computer; Digitalrechner; Soziale Isolation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; School closings; Schule; Schließung; Schließung (von Schulen); Ausland; Peer-Beziehungen; Familienmilieu
Abstract	For many students, the closing of schools caused serious upheaval in their studies. The advent of widespread schooling at home is commonly believed to have placed great burdens on individual students who often had to take much more responsibility for their own learning than they had done previously. There was a much greater reliance on technology, broadband internet access and the presence and availability of appropriate devices (laptops, tablets and phones). There was the problem that these resources were often shared with other members of the family, including, potentially, parents working from home. Many students were also impacted by repeated periods of self-isolation from anyone outside their own household, due to close contact with confirmed COVID-19 cases (often within school), particularly in the periods of time between and following the national lockdowns. In an attempt to find out more about the experiences of secondary school students during the lockdown period in early 2021, and to compare these experiences with those during their subsequent return to school, the researchers conducted research investigating behaviours and attitudes during this extraordinary time. This article reports on the data collected from students on their social interactions. (ERIC).
Anmerkungen	University of Cambridge Local Examinations Syndicate (Cambridge Assessment). The Triangle Building, Shaftesbury Road, Cambridge, United Kingdom CB2 8EA. Tel: +44-1223-553311; e-mail: info@cambridgeassessment.org.uk; Web site: https://www.cambridgeassessment.org.uk/our-research/all-published-resources/research-matters/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01