Effectiveness of Remote Learning in K-16 Education Sector

N

183

Electronic Learning; Distance Education; COVID-19; Pandemics; Academic Achievement; Retention (Psychology); Barriers; Student Experience; Thinking Skills; Elementary Secondary Education; Higher Education; Parent Attitudes; Educational Environment

Remote learning has long existed as a learning modality in the education sector, where it has been seen more as an alternative option for receiving education rather than a common learning modality until the entrance of a global pandemic -- COVID-19, also known as the coronavirus -- that hit the world by surprise in late 2019. This study was intended to gain a greater understanding of: (1) how much academic knowledge traditionally acquired through in-person schooling was retained by K-16 students through remote learning; (2) the educational benefits and challenges that K-16 students face in remote learning; and (3) how does remote learning influence some essential thinking skills in K-16 students. It is not known how much academic knowledge traditionally acquired through in-person schooling that students in K-16 can learn from remote learning. The proposed study is needed because there is a lack of qualitative research studies to address the problem of how much effective learning is achieved through remote learning. Although this study addressed the population of K-16 students, the more relevant specialization area that this researcher works to connect with in this study is educational leadership. The purpose of this study is to describe how much academic knowledge traditionally acquired through in-person schooling that K-16 students located in the United States can learn from remote learning through the voices of their parents. A review of the literature showed limited information on the topic of remote learning as it relates to diverse grade levels of students in the K-16 education sector, including students with disabilities. This study used a purposive sample of 19 parents of K-16 learners within the United States representatives of the years 2020-2022, which were the COVID-19 pandemic years. Data analysis was conducted using NVivo 14. Transcribed interviews and open-ended questionnaires were coded thematically and analyzed to determine the remote learning experiences of K-16 learners in the remote learning environment through the perspectives of their parents. Data analysis showed that teachers and interactions are among the key drivers and factors to academic achievement while being in a remote learning environment.

As Provided

2024

ED647994