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AUTHOR(S) Ali Cheshmehzangi; Tong Zou; Zhaohui Su (et al.)
AUTHOR(S) Renata Maria Silva Santos; Camila Guimarães Mendes; Débora Marques (et al.)
AUTHOR(S) Jaskiran Arora; Gurjeet Kaur Sahi; Nicholas Yates
AUTHOR(S) Congbin Guo; Zhuzhu Xu; Chenchen Fang (et al.)
This study examined the results of a large-scale national survey of online secondary education in China. The online survey of 33,194 high school students and 5,667 teachers provides comprehensive and representative data regarding the quality of online education and its implementation during the pandemic. Questionnaire surveys of different grades and comparative analysis of different cohorts reflect the group heterogeneity of the online learning effect.
AUTHOR(S) Ihuoma Eneli; Jinyu Xu; Keeley Pratt
AUTHOR(S) Hugues Champeaux; Lucia Mangiavacchi; Francesca Marchetta (et al.)
AUTHOR(S) Süleyman Yildiz; Gulenay Nagihan Kilic; Ibrahim H. Acar (et al.)
AUTHOR(S) Lucrezia Crescenzi-Lanna
AUTHOR(S) Rafael Pontuschka; Sophia Kan; Thomas Dreesen
AUTHOR(S) Anas Hajar; Syed Abdul Manan
AUTHOR(S) Shahina Pardhan; John Parkin; Mike Trott (et al.)
The COVID-19 pandemic caused an unprecedented move to emergency remote learning around the world, leading to increased digital screen time for children and adolescents. This review highlights the potential risk of increased screen time to the eye and general health and makes recommendations to mitigate the risks posed. A narrative review of evidence of increased digital time during the COVID-19 pandemic, the risks linked to increased screen time and offer possible steps to mitigate these in students.
AUTHOR(S) Akarapon Watcharapalakorn; Teera Poyomtip; Patarakorn Tawonkasiwattanakun
Although studies have suggested that the coronavirus disease 2019 (COVID-19) outbreak increased myopia progression, they had different settings and analysis methods. This study compared myopia progression before and during the COVID-19 outbreak using meta-analysis. Relevant literature was searched on EMBASE, PubMed, ClinEpiDB and Web of Science and reviewed until 8 October 2021. The Newcastle–Ottawa Scale was used to evaluate the quality of the original studies. The mean difference of change in spherical equivalent refraction (SER) was used for evaluation before and during the COVID-19 pandemic.
AUTHOR(S) Hiroyuki Kuromiya; Rwitajit Majumdar; Gou Miyabe (et al.)
AUTHOR(S) Moses Ogenyi
This insight note explores how COVID-19 and related school closures impacted Nigerian schools, parents, and students. National data collected by the National Bureau of Statistics in 2020 through a monthly phone survey show that children had extremely limited contact with the education system during this time, and that families preferred low-cost alternatives such as in-home tutoring and increased parental involvement in education to e-learning tools. Additional data collected by the RISE Nigeria Team in a survey of 73 low-cost private schools in Abuja suggest that some schools did maintain contact with students during mandated school closures, that students experienced absolute learning losses equivalent to about 5-6 months of school missed in other contexts (Cooper et al, 1996), despite participation in alternative learning activities, and that the pandemic led to severe financial hardships for schools and teachers.
AUTHOR(S) Tony Gutentag; Aviv Orner; Christa S. C. Asterhan (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.
Read the latest quarterly digest on children and disabilities.
The second digest discussed children and violence during the pandemic.
The first digest covers children and youth mental health under COVID-19.
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COVID-19 & Children: Rapid Research Response
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