A Systematic Review of K-12 Education Responses to Emergency Remote Teaching during the COVID-19 Pandemic

Autor/inn/en	Al Mazrooei, Ahmed Khalaf; Hatem Almaki, Samah; Gunda, Mnyero; Alnoor, Alhamzah; Manji Sulaiman, Saif
Titel	A Systematic Review of K-12 Education Responses to Emergency Remote Teaching during the COVID-19 Pandemic
Quelle	In: International Review of Education, 68 (2022) 6, S.811-841 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hatem Almaki, Samah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-023-09986-w
Schlagwörter	Elementary Secondary Education; Pandemics; COVID-19; Emergency Programs; Electronic Learning; Distance Education; Educational Change; Equal Education; Outcomes of Education; Mental Health; Physical Health; Child Health; Adjustment (to Environment); Readiness + Suchen Sie Ihr Suchwort? Hilfsprogramm; Distance study; Distance learning; Fernunterricht; Bildungsreform; Lernleistung; Schulerfolg; Psychohygiene; Gesundheitszustand
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01