弱势群体
独创性
心理学
医学教育
2019年冠状病毒病(COVID-19)
在线学习
互联网接入
互联网
数学教育
医学
政治学
计算机科学
多媒体
社会心理学
万维网
病理
法学
传染病(医学专业)
疾病
创造力
作者
Amy J. Catalano,Bruce Torff,Kevin Anderson
出处
期刊:Campus-wide Information Systems
[Emerald (MCB UP)]
日期:2021-03-16
卷期号:38 (2): 258-270
被引量:48
标识
DOI:10.1108/ijilt-06-2020-0111
摘要
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.
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