(Dis-)engagement in Learning as a Reality of COVID-19 Pandemic: Lessons Learned
Aleksandra Hollingshead, Kalley Malone, Allen Kitchel, University of Idaho, United States
Journal of Online Learning Research Volume 8, Number 3, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The COVID-19 pandemic necessitated teachers and stu- dents to adopt and adapt to online learning (OL) in a mat- ter of days. The unfortunate school closure situation placed researchers in a remarkable position. This survey-based de- scriptive study investigated the experiences of teachers in the United States, including an analysis that factors in teachers’ existing knowledge of Universal Design for Learning (UDL). Specifically, this study focused on student and teachers (dis-) engagement in learning during the pandemic teaching by ex- amining teachers’ instructional challenges and teachers’ ob- servations of student barriers to learning, and changes that occurred within these areas between spring 2020 and fall 2020. The findings, combining descriptive quantitative and qualitative data, present similarities and differences in teach- ers’ and students’ observed experiences depending on the level of training in Universal Design for Learning prior to the pandemic. The discussion offers implications for future areas of research in engaging OL.
Hollingshead, A., Malone, K. & Kitchel, A. (2022). (Dis-)engagement in Learning as a Reality of COVID-19 Pandemic: Lessons Learned. Journal of Online Learning Research, 8(3), 343-368. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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