{"id":61078,"date":"2022-01-14T14:27:59","date_gmt":"2022-01-14T19:27:59","guid":{"rendered":"https:\/\/world.edu\/?p=61078"},"modified":"2022-01-14T14:27:59","modified_gmt":"2022-01-14T19:27:59","slug":"lockdown-schooling-research-from-across-the-world-shows-reasons-to-be-hopeful","status":"publish","type":"post","link":"https:\/\/world.edu\/lockdown-schooling-research-from-across-the-world-shows-reasons-to-be-hopeful\/","title":{"rendered":"Lockdown schooling: research from across the world shows reasons to be hopeful"},"content":{"rendered":"

\"\"
\nWhen\u00a0COVID shuttered schools<\/a>\u00a0across the world in 2020, the way teachers delivered their lessons and students did their classwork changed over night. As one Boston-based secondary school student wrote in\u00a0a recent case study<\/a>, \u201cbedrooms turned into school classrooms, living rooms turned into science laboratories and backyards turned into workout gyms.\u201d<\/p>\n

Two years on, this shift to\u00a0remote<\/a>\u00a0and, subsequently,\u00a0hybrid<\/a>\u00a0learning has presented\u00a0many challenges<\/a>. It has caused\u00a0stress and confusion<\/a>\u00a0for teaching staff and pupils alike. But it has brought surprising benefits too.<\/p>\n

A recent\u00a0report<\/a>\u00a0drawing together the results of 81 studies of secondary schools from 38 countries has highlighted how\u00a0complementary<\/a>\u00a0these digital learning methods can be to traditional methods of schooling. Pupils have found working at their own pace, and without the social pressures of the classroom, beneficial. Even as we face the prospect of\u00a0continued disruption<\/a>\u00a0in 2022, these are reasons to be hopeful.
\n

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Lockdown has shown how complementary digital learning can be to in-person schooling. Gorodenkoff | Shutterstock<\/p><\/div><\/p>\n

Digital skills<\/strong><\/h4>\n

During the pandemic, many schools had to make greater use of learning management systems and apps, in order to improve communication between school and home. It might seem obvious, but having to work remotely has encouraged\u00a0teachers<\/a>\u00a0and\u00a0students<\/a>\u00a0to revisit and enhance their digital skills. This has stimulated\u00a0innovation and creative thinking<\/a>, and prompted students to develop skills in using multiple digital tools and resources effectively for learning, such as those reported in a\u00a0US study<\/a>.<\/p>\n

Many students have showed an increased ability to study and to problem-solve independently. Teachers in\u00a0Hong Kong<\/a>\u00a0reported that students had developed problem-solving methods that their teachers hadn\u2019t taught them.<\/p>\n

Of the 2,824 secondary school pupils who responded to a survey in\u00a0Slovakia<\/a>, meanwhile, most said they\u2019d found learning at their own pace to be invaluable. Having the ability to re-watch instructional videos helped them gain deeper understanding of their subjects and maintain a connection to their teachers.<\/p>\n

In England, Sweden and the US, several students who, pre-pandemic, were\u00a0reluctant<\/a>\u00a0to take part in lessons or\u00a0go to class at all<\/a>, reported becoming more involved and engaged with their schoolwork during lockdown, because they felt less\u00a0social pressure<\/a>. Instrumental music students in\u00a0Australia<\/a>\u00a0also showed improvement in their social skills, including communication, negotiation and active listening.<\/p>\n

Students in Austria, the US and Portugal also benefited from interacting with their peers – remote learning gave them new methods of collaboration, including developing\u00a0interactive ePortfolios<\/a>, using\u00a0discussion boards<\/a>\u00a0to share ideas and conduct school work with peers, as well as collaborating on authentic tasks such as\u00a0co-creating<\/a>\u00a0digital posters and videos, and distributing them via social media. One\u00a0US study<\/a>\u00a0reported that using the chat function in Google Meet during live lessons, combined with editing work and writing comments in Google Docs, was particularly helpful for students to collaborate and stay in touch with their peers.<\/p>\n

Communication and assessment<\/strong><\/h4>\n

For some countries, shifting to online assessment, when they had formerly adopted a heavily standardised test-based culture, was\u00a0quite difficult<\/a>, as this now demanded alternative assessment methods that could also secure trustworthy results. While some countries forbade assessment during lockdown, our\u00a0review<\/a>\u00a0uncovered the opposite too: no fewer than 21 online assessment strategies were identified. Thus, having to rely heavily on technology during lockdown did open new and creative modes of assessment design and delivery.<\/p>\n

The two most common strategies used were formative assessment and online quizzes \u2013 identified in 16% of the studies we looked at. While formative assessment has previously been found to\u00a0boost student learning<\/a>, the two strategies were employed for different reasons.<\/p>\n

Formative assessment, often conducted in real time, was supported by video-conferencing tools. It enabled teachers to see and hear their students, which supported the assessment of literature talk and language assessment, including role plays, online debates and drama performances. Teachers also reported that this real-time interaction supported a sense of social presence, which is important for student wellbeing.<\/p>\n

Online quizzes, meanwhile, allowed students to check their\u00a0understanding<\/a>\u00a0at their own pace, which helped, as reported in an\u00a0Indonesian study<\/a>\u00a0of Year 10 students, to stave off bordeom. Being auto-corrected, quizzes also helped to decrease teachers\u2019 work load. Lastly, this kind of digital assessment was also easily shared between teachers, which supported equality and re-usability.<\/p>\n

Parent engagement<\/strong><\/h4>\n

Some\u00a0parents<\/a>\u00a0reported enhanced digital skills as a result of the pandemic. But the main takeaway has been parents\u2019 increased impetus to engage more in their children\u2019s learning.<\/p>\n

Research in\u00a0Nigeria<\/a>\u00a0found that giving parents greater access to what their children were learning helped to improve the students\u2019 commitment to learning online. In\u00a0Vietnam<\/a>, having parents on board in this way was found to make the whole process more effective.<\/p>\n

Being able to access meetings with teachers virtually has also reduced social barriers for some families. A\u00a0survey conducted by ParentPing<\/a>\u00a0in December 2020, found that both parents and teachers wanted to keep parent evenings virtual, or at least be given the option to do so.<\/p>\n

School, more broadly, can and should become more flexible. Ensuring that it does will encourage\u00a0inclusion<\/a>\u00a0and accessibility. It will support lifelong learning.<\/p>\n

Author Bios:<\/strong> Nina Bergdahl is a Research Associate, Department of Computer and Systems Sciences at Stockholm University and Melissa Bond is a Lecturer (Digital Technology Education), Education Futures at the University of South Australia<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

When\u00a0COVID shuttered schools\u00a0across the world in 2020, the way teachers delivered their lessons and students did their classwork changed over night. As one Boston-based secondary school student wrote in\u00a0a recent case study, \u201cbedrooms turned into school classrooms, living rooms turned into science laboratories and backyards turned into workout gyms.\u201d Two years on, this shift to\u00a0remote\u00a0and, […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[428858],"coauthors":[11733],"class_list":["post-61078","post","type-post","status-publish","format-standard","hentry","category-education","tag-lockdown-schooling"],"acf":[],"yoast_head":"\nLockdown schooling: research from across the world shows reasons to be hopeful - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/lockdown-schooling-research-from-across-the-world-shows-reasons-to-be-hopeful\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Lockdown schooling: research from across the world shows reasons to be hopeful - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"When\u00a0COVID shuttered schools\u00a0across the world in 2020, the way teachers delivered their lessons and students did their classwork changed over night. 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