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Kelly M. Moser; Tianlan Wei; Devon Brenner
To mitigate transmission of COVID-19, rapid changes in instructional delivery moved from in-person to remote instruction. Although literature from before the crisis suggests that online language learners fare at least as well as their face-to-face counterparts, the abrupt shift from face-to-face contexts to remote learning is fundamentally different from planned on line learning. Understanding the nature of this shift can inform future online and remote teaching. This national survey study was guided by research questions that explore any substantive change in the practices and perceptions of PreK-12 and post-secondary language teachers' instruction during COVID-19. It explores any change as related to class-room setting (PreK-12 vs post-secondary) and prior experience with distance education.
Ronny Scherer; Sarah K. Howard; Jo Tondeur (et al.)
Maria Malta Campos; Lívia Fraga Vieira
Christine A. Limbers
Amid the COVID‐19 pandemic, there is a need to understand caregiver preferences for their children's instructional format for the start of the 2020 to 2021 academic year. The purpose of the current study was to assess caregiver preferences for on‐campus versus virtual learning at home during the fall and factors associated with these preferences. Participants were caregivers of 4436 children and adolescents who were enrolled in pre‐kindergarten through high school at a large, public school district in Texas. Caregivers were asked to complete an anonymous, online survey about their initial preferences for their student's back to the school learning environment.
Nina Langer Primdahl; Anne Sofie Borsch; An Verelst (et al.)
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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COVID-19 & Children: Rapid Research Response