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AUTHOR(S) Melissa E. Mendoza; Timothy F. Brewer; Matthew S. Smith (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) Christina O’Keeffe; Sinead McNally
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) Yusuke Kusumi; Mitsuaki Tominaga; Hironobu Nagasawa (et al.)
AUTHOR(S) Joana Lourenço; Catarina Rodrigues; Fábio Flôres (et al.)
AUTHOR(S) Jill V. Klosky; Julie A. Gazmararian; Olivia Casimir (et al.)
In Spring 2020, Georgia public schools implemented remote learning to manage the spread of COVID-19. This study explores the effects of remote schooling on the learning of young children in Georgia during the early COVID-19 pandemic from the perspectives of school administrators and essential working parents. A qualitative exploratory study was conducted with eight school administrators and 26 essential working parents of children in kindergarten through third grades of two rural and two urban schools in Georgia. Data collection included online surveys, virtual interviews and focus groups. Descriptive analyses of the demographics provided context to emerging themes from qualitative data.
AUTHOR(S) Molly Lipkin; Franci Crepeau-Hobson
AUTHOR(S) Hugues Champeaux; Lucia Mangiavacchi; Francesca Marchetta (et al.)
AUTHOR(S) Süleyman Yildiz; Gulenay Nagihan Kilic; Ibrahim H. Acar (et al.)
AUTHOR(S) Catherine Smith; Massimiliano Tani; Sophie Yates (et al.)
AUTHOR(S) Xiao Zhang
AUTHOR(S) Sihan Liu; Shengqi Zou; Di Zhang (et al.)
During the COVID-19 pandemic, the transition of online learning introduces challenges for adolescents to engage in learning. The increased access and persistent Internet use could heighten the risk of problematic Internet use (PIU) that has been increasingly recognized as a risk factor for academic engagement. This study aims to investigate the direct and indirect relationships between PIU and academic engagement through psychopathological symptoms (i.e., depression, anxiety, insomnia) in early, middle, and late adolescence. In all, 4852 adolescents (51.5% females; Mage = 13.80 ± 2.38) from different regions of Chinese mainland participated in the study and completed questionnaires.
AUTHOR(S) Delbert Lim; Niken Rarasati; Florischa Tresnatri (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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