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Negative Impacts From the Shift to Online Learning During the COVID-19 Crisis: Evidence From a Statewide Community College System
The COVID-19 pandemic led to an abrupt shift from in-person to virtual instruction in the spring of 2020. We use two complementary difference-in-differences frameworks: one that leverages within-instructor-by-course variation on whether students started their spring 2020 courses in person or online and another that incorporates student fixed effects. We estimate the impact of this shift on the academic performance of Virginia’s community college students. With both approaches, we find modest negative impacts (3%–6%) on course completion. Our results suggest that faculty experience teaching a given course online does not mitigate the negative effects. In an exploratory analysis, we find minimal long-term impacts of the switch to online instruction.
Journal Article
Augmented reality for enhanced learning environments
\"This book explores new interactive platforms that contain elements related to these senses so that learning is more complete and dynamic between teacher and student. It shows new learning platforms, through the augmented reality, that serve to strengthen the knowledge assimilated by the students\"-- Provided by publisher.
Book
Digital education: Mapping the landscape of virtual teaching in higher education – a bibliometric review
Virtual teaching gained momentum for its ability to drive education continuity in times of disruption. As a result, the implementation of virtual teaching has piqued the attention of the higher education sector to leverage the affordances of this mode of instructional delivery, even in times of non-disruption. This study aims to conduct a review of virtual teaching in the higher education sector to reveal the key research trends of previous publications and areas of focus for future research. A bibliometric analysis is used to identify the key topics, themes, authors, sources, articles, and existing collaborations. To achieve this, papers indexed in the Scopus database between 2012 and 2023 were examined and analysed using VOSviewer. The findings of the study are provided through a quantitative analysis that gives a high-level overview of virtual teaching in the higher education sector and highlights the key performance indicators for the creation of articles and their citation through tables, graphs, and visualisation maps. The research yielded a total of 5,663 publications, of which 2,635 published articles were included in the analysis. The findings reiterate virtual teaching as a move in the direction of sustainable education as its assists in democratising knowledge. The analysis highlights the multifaceted nature of the research topic on virtual teaching, revealing six distinct yet interconnected thematic clusters. This study provides a holistic picture of virtual teaching in the higher education sector by integrating the analysis results with pertinent reviews of literature and makes recommendations for future research.
Journal Article
Virtual literacy instruction: An investigation of how elementary educators exhibited TPACK during COVID-19 school closures
This mixed-methods study primarily explored how elementary educators exhibited TPACK in their virtual literacy instruction and the challenges they faced during the early months of the COVID-19 pandemic. Nine elementary-level educators participated in the study serving in the role of either general educator, special educator, or reading specialist. Data sources included a survey, email interviews, and teacher instructional materials. A hybrid thematic data analysis approach was utilized for the qualitative data, and basic descriptive statistical analysis was used for the survey data. TPACK and TPK were the most frequently coded domain among participants. TPACK was apparent across all areas of literacy instruction but less complex in the participants’ phonics instruction. The greatest relationship between perceived ability and demonstration of TPACK occurred in the TPACK domain. Through the lens of TPACK, identified challenges of virtual literacy instruction were student technology access and skills, student motivation and engagement, and student learning and accountability; identified successes addressed student emotional well-being, educator collaboration, and new learning.
Journal Article
Development of a Framework to Assess Challenges to Virtual Education in an Emergency Remote Teaching Environment: A Developing Country Student Perspective—The Case of Peru
The COVID-19 pandemic forced most countries’ higher-education systems to shift to distance learning, which has been called either “Corona Teaching” or, more formally, “Emergency Remote Teaching (ERT).” Students were suddenly faced with a new class format delivery and the many challenges of virtual education. The present study aims to identify and measure the challenges in three stages: (1) a qualitative method approach was used to gather the opinions of 50 students that were then analyzed and coded to identify their perceived major challenges; (2) a survey was completed by 165 students to prioritize the relative importance of the previously identified challenges using the AHP as the weighting approach; (3) an assessment framework was developed, using statistical techniques to measure the extent of the challenges for specific stakeholders based on survey responses. The main challenges students face are inadequate physical facilities at home, difficulties with the learning platforms, and financial concerns. These results are applicable beyond the present research context. For the first time, an ERT assessment framework of the challenges was developed using composite indicators derived from students’ opinions and perspectives. This ERT framework allows for the exploration of a community of students’ vulnerability to the challenges within the context of an emergency remote environment.
Journal Article
Online Learning, Offline Outcomes: Online Course Taking and High School Student Performance
This article uses fixed effects models to estimate differences in contemporaneous and downstream academic outcomes for students who take courses virtually and face-to-face—both for initial attempts and for credit recovery. We find that while contemporaneous outcomes are positive for virtual students in both settings, downstream outcomes vary by attempt type. For first-time course takers, virtual course taking is associated with decreases in the likelihood of taking and passing follow-on courses and in graduation readiness (based on a proxy measure). For credit recovery students, virtual course taking is associated with an increased likelihood of taking and passing follow-on courses and being in line for graduation. Supplemental analyses suggest that selection on unobservables would have to be substantial to render these results null.
Journal Article