Transitioning to Online Learning during the COVID-19 Pandemic: Differences in Access and Participation among Students in Disadvantaged School Districts

Autor/inn/en	Catalano, Amy J.; Torff, Bruce; Anderson, Kevin S.
Titel	Transitioning to Online Learning during the COVID-19 Pandemic: Differences in Access and Participation among Students in Disadvantaged School Districts
Quelle	In: International Journal of Information and Learning Technology, 38 (2021) 2, S.258-270 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Catalano, Amy J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-06-2020-0111
Schlagwörter	Online Courses; School Closing; COVID-19; Pandemics; Elementary Secondary Education; School Districts; Disadvantaged Youth; Teacher Attitudes; Access to Computers; Access to Education; Student Participation; Adjustment (to Environment); At Risk Students; Students with Disabilities; English Language Learners; Low Income Students; Distance Education; Socioeconomic Status; Student Behavior; New York + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); School district; Schulbezirk; Benachteiligter Jugendlicher; Lehrerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Distance study; Distance learning; Fernunterricht; Socio-economic status; Sozioökonomischer Status; Student behaviour; Schülerverhalten
Abstract	Purpose: The novel coronavirus, COVID-19, which emerged in 2019 and quickly spread to the United States, resulted in widespread closure of PreK-12 schools and universities and a rapid transition to online learning. There are concerns about how students in high-needs school districts will engage with online learning, given the limited access many disadvantaged students have to Internet and computers. Accordingly, the purpose of this study is to determine teacher perceptions of students' access and participation to online learning, as well as concerns about educational outcomes among different groups of learners. Design/methodology/approach: The authors surveyed 300 K-12 teachers in NY state about the tools and accommodations they employed in their online teaching, whether their students were participating in the online learning and the reasons for their lack of participation. Findings: Respondents reported that nearly 30% of all of their students were not regularly completing their assignments. Students in high-needs districts were significantly more likely to not complete their work. Teachers reported being very concerned about their students' educational outcomes, particularly students with disabilities (SWDs) and English language learners (ELLs). Respondents also provided suggestions for improving educational access to online learning in the future. Originality/value: No published research has yet examined student compliance in online learning during an emergency and, in particular, during this unprecedented time of the COVID-19 pandemic and months-long stay-at-home orders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01