Learning Upended: How Americans Experienced the Shift to Remote Instruction

Autor/in	Elgart, Mark A.
Titel	Learning Upended: How Americans Experienced the Shift to Remote Instruction
Quelle	In: Phi Delta Kappan, 102 (2021) 5, S.48-51 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721721992566
Schlagwörter	COVID-19; Pandemics; School Closing; Distance Education; Online Courses; Educational Technology; Electronic Learning; Barriers; Educational Quality; School Schedules; Interpersonal Relationship; Educational Resources; Expectation + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Unterrichtsmedien; Quality of education; Bildungsqualität; Schulzeiteinteilung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungsmittel; Expectancy; Erwartung
Abstract	In spring 2020, schools had to swiftly shift to remote instruction during the COVID-19 pandemic. Cognia surveyed more than 74,000 students, parents, and teachers in the organization's network about their experiences with the transition. Based on their findings, Mark Elgart says that educators must be attentive to four challenges common to online instruction: maintaining rigor, providing routines, preserving relationships, and ensuring resources are available. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01