Many young women faced challenges with online learning and studying at home during COVID, but some showed resilience and a determination to achieve their educational goals.
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Articles on Remote learning
Displaying 1 - 20 of 83 articles
Only one in three of the children in our research project did their schoolwork on a laptop or computer.
The switch to online delivery further disadvantaged students from migrant and refugee backgrounds. But a new study also finds many students and staff developed closer and more caring relationships.
The solidarity that emerged between lecturers and students should be preserved.
As a result of long remote learning periods due to COVID, many families have found they prefer this method over traditional school.
While the metaverse offers new virtual space for classrooms of the future, it is also rife with potential pitfalls, a scholar of philosophy writes.
The pandemic and shifts to virtual learning have set many children back academically. The setbacks can be particularly challenging for children with disabilities, but recovery is possible.
From incorporating video-based performances to learning new composition apps, teaching students virtually has forced music educators to learn and share new ways to reach students.
Despite the major challenges lockdown-induced remote learning has presented, teachers, pupils and parents alike have reaped certain benefits. Can school learn from these changes?
Short-term disputes are really symptoms of deeper divisions in the US over who deserves academic opportunity, and how to present the nation’s history.
A dispute between the Chicago Teachers Union and the school district over in-person learning has resulted in classes being canceled. An education policy expert explains what is at stake.
Open education resource platforms improve access to education and are globalising education on a scale never seen before.
Small-group learning activities can help students build social skills while enhancing academic achievement. This is particularly important for kids who face bullying or discrimination.
Even before the pandemic, access to arts programs and qualified instructors varied greatly among schools and districts.
The shift to emergency remote teaching and learning enabled academics to start questioning some long-held assumptions about in-person teaching and learning.
During the lockdowns last year, many experts and parents were concerned children’s education would suffer. But on average, students did OK. A lot of learning is incidental.
Fewer students enrolled in public school and more were home-schooled during the 2020-21 school year. Researchers analyzed records in Michigan to understand what drove parents to make these decisions.
Year 12 students, particularly in NSW and Victoria, have been disconnected from friends and faced anxiety over the uncertainty of exams. This added to the already high stress levels of this age group.
Traditional learning formats often fail marginalized students. We should be skeptical of a ‘one-size-fits-all’ or even ‘one-size-fits-most’ model.
Health concerns, being older than 55 and having to switch to online or hybrid lessons were all factors that made some teachers want to quit or retire.
Top contributors
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Deputy Program Director, School Education, Grattan Institute
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Adjunct Associate Professor, School of Nursing and Midwifery, Western Sydney University
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Senior Lecturer in Education, Queensland University of Technology
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Lecturer in Education, University of Sydney
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Dean, School of Educational and Professional Studies, Griffith University
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Educational and Developmental Psychologist & Academic, Monash University
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Professor of Management, University of North Carolina – Greensboro
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Professor of Applied Developmental Psychology, University of Maryland, Baltimore County
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Associate Professor of Early Childhood Education, University of Maryland, Baltimore County
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Associate Professor of Learning Sciences and Human Development, University of Washington
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School Education Program Director, Grattan Institute
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Professor and Director of the Centre for Youth Policy and Education Practice, Monash University
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Laureate Professor of Education, Director Teachers and Teaching Research Centre, University of Newcastle
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Senior Lecturer, Centre for Human Rights Education, Curtin University
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Scientia Professor and Professor of Educational Psychology, UNSW Sydney
