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AUTHOR(S) Holly H. Fisher; Georgianne T. Hawkins; Marci Hertz (et al.)
COVID-19-disrupted schools, including shifts to virtual learning which may have impacted academic progress. This study assessed characteristics associated with changes in academic grades (before and during the pandemic) for different learning modalities for US students ages 13-19. Students (N = 2152) completed a web survey on school-related experiences during the 2020-2021 school year. County social vulnerability and SARS-CoV-2 transmission data were merged with survey data. Multivariable logistic regression analysis for grade change was conducted with student and school characteristics for each learning modality, controlling for community characteristics.
AUTHOR(S) Nyken Yuliani; Teddy Oswari
AUTHOR(S) Kumari Vibhuti Nayak; Shamsher Alam
AUTHOR(S) Endale Tadesse; Sabika Khalid; Cai Lianyu (et al.)
AUTHOR(S) Penny Van Bergen; Emily Daniel
AUTHOR(S) Saraswati Basnet; Hom Bahadur Basnet; Dilip Kumar Bhattarai
The aim of this case study is to present information on national or government-led distance learning programmes in response to the disruption caused by the COVID-19 pandemic. It is hoped that this will enable reflection on the policy responses and their effectiveness in minimizing disruption and learning loss, enabling the continuity and quality of learning, and maintaining inclusion and equity.This case study of Finland is based on research that was conducted by the Ministry of Education and Culture and its stakeholders during the pandemic and other information available in public domain. Extensive links to source documents have been provided throughout the text, and these are mostly in the Finnish language.
AUTHOR(S) Sybil Nolan; Katherine Day; Wonsun Shin (et al.)
AUTHOR(S) Bappa Sarkar; Nazrul Islam; Ranjan Roy (et al.)
AUTHOR(S) Indre Bakaniene; Martyna Dominiak-Świgoń; Miguel Augusto Meneses da Silva Santos (et al.)
The COVID-19 pandemic has affected education at all levels in various ways. This paper provides a review of the literature on the challenges of online learning for children with special educational needs and disabilities (SEND). In total, 17 studies from nine countries were analysed. The challenges of online learning for children with SEND reported by teachers and parents and the strategies applied to overcome the challenges were identified.
AUTHOR(S) Maria Chalari; George Charonitis
AUTHOR(S) Ristapawa Indra; Mahyudin Ritonga; Martin Kustati
AUTHOR(S) Sulistya Nurul Fikriah; Diki Rukmana
This research sought to determine how parental roles affected children's motivation for online learning during the COVID-19 pandemic. This study employed a quantitative correlational survey as its methodology. The questionnaire was used to collect data for this study. While SEM-PLS (Structural Equation Modeling-Partial Least Square) analysis is used to test hypotheses, CFA (Confirmatory Factor Analysis) is used to assess validity and reliability. SmartPLS 3.0 software is used to assist in all data processing.
AUTHOR(S) Zarah Dwi Jayanti; Machful Indrakurniawan
AUTHOR(S) Huangwei Gao; Zhenni Cai; Jian Wu
UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.
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