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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-236264
DOI: 10.25656/01:23626; 10.26529/cepsj.1128
URN: urn:nbn:de:0111-pedocs-236264
DOI: 10.25656/01:23626; 10.26529/cepsj.1128
| Original Title |
Schooling interrupted: educating children and youth in the Covid-19 era |
|---|---|
| Parallel title | Prekinjeno šolanje: izobraževanje otrok in mladih v dobi covida-19 |
| Author |
Anderson, Lorin W.   |
| Source | CEPS Journal 11 (2021) Special Issue, S. 17-38 |
| Document | full text (317 KB) |
| License of the document | In copyright |
| Keywords (German) | Schule; Schulschließung; Pandemie; COVID-19; Coronavirus; Wirkung; Kind; Jugendlicher; Hausunterricht; Fernunterricht; Schulverwaltung; Lehrer; Schulleiter; Herausforderung; Computerunterstützter Unterricht; Lernbedingungen; Forschungsstand; Empfehlung; USA |
| sub-discipline | Curriculum and Teaching / School Pedagogy Organisation of Education, Educational Planning, Educational Legislation |
| Document type | Article (journal) |
| ISSN | 2232-2647; 22322647 |
| Language | English |
| Year of creation | 2021 |
| review status | Peer-Reviewed |
| Abstract (English): | Distance education has been practised for generations, although its purpose and form have changed. Correspondence courses, in which students receive instruction via mail and respond with assignments or questions to the instructor, date back to the mid-1800s, if not earlier. As technology changed, so did the nature of distance education. Radio, television, computers, and, most recently, the internet have supported distance education over the years. Research studies on the use and effectiveness of distance education focus almost exclusively on higher education. A recent research synthesis suggests that fewer than five per cent of the studies have addressed K-12 education. The Covid-19 pandemic, however, has brought distance education into K-12 schools and classrooms. Distance education in the Covid-19 era has been referred to as ‘emergency remote teaching’ (ERT) because, with little research on which to rely, teachers must improvise quick solutions under less-than-ideal circumstances, a situation that causes many teachers to experience stress. The purpose of this paper is to address five fundamental questions. First, what problems have K-12 school administrators and teachers faced in implementing ERT? Second, under what conditions has ERT been effective since the advent of the Covid-19 pandemic? Third, what are the strengths of ERT in K-12 schools and classrooms? Fourth, what are the weaknesses of ERT in K-12 schools and classrooms? Fifth, to what extent will lessons learned from ERT influence teaching and learning when the pandemic abates? The paper concludes with a brief set of recommendations. Throughout the paper, the focus is on K-12 education. (DIPF/Orig.) |
| other articles of this journal | CEPS Journal Jahr: 2021 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 24.11.2021 |
| Citation | Anderson, Lorin W.: Schooling interrupted: educating children and youth in the Covid-19 era - In: CEPS Journal 11 (2021) Special Issue, S. 17-38 - URN: urn:nbn:de:0111-pedocs-236264 - DOI: 10.25656/01:23626; 10.26529/cepsj.1128 |
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