Vulnerable learners in the age of COVID-19: A scoping review.
Vulnerable learners in the age of COVID-19: A scoping review.
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DOI：
10.1007/s13384-020-00409-5
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发表时间：
2021
影响因子：
2.1
通讯作者：
O'Shea S
中科院分区：
文献类型：
--
作者：
Drane CF;Vernon L;O'Shea S
这项范围的评论概述了COVID-19的方法，用于管理意外的学校关闭和与年轻人在学校外学习有关的可用文献。借用了一系列材料，以突出这种学习环境的教育问题，包括社会心理和情感影响。在全球范围内，尽管一些国家选择了一所大规模学校关闭，但许多学校仍在为来自弱势背景的学生开放。这种部分封闭不仅使较小的目标群体学习能够学习，还为那些需要受管制和安全环境的人提供了一个安全的庇护所。在澳大利亚，如果要在很长一段时间内执行全部的闭幕式，那么来自更脆弱背景的大部分学生可能会通过一系列障碍经历持续的劣势：长期的教育脱离接触，数字排斥，技术管理差，技术管理和增加心理挑战。这项范围的评论将有关技术可用性和学习的研究结合在一起，分析了导航COVID-19中断的长期教育影响。
This scoping review provides an overview of COVID-19 approaches to managing unanticipated school closures and available literature related to young people learning outside-of-school. A range of material has been drawn upon to highlight educational issues of this learning context, including psychosocial and emotional repercussions. Globally, while some countries opted for a mass school shut-down, many schools remained open for students from disadvantaged backgrounds. This partial closure not only enabled learning in smaller targeted groups but also offered a safe sanctuary for those who needed a regulated and secure environment. In Australia, if full school closures were to be enforced over a long period, a significant proportion of students from more vulnerable backgrounds would likely experience persistent disadvantage through a range of barriers: long-term educational disengagement, digital exclusion, poor technology management, and increased psychosocial challenges. This scoping review combines research on technology availability and learning, with analysis of the long-term educational impacts of navigating the COVID-19 disruption.
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影响因子：
6.3
作者：
Goldfeld, Sharon;O'Connor, Meredith;Kochanoff, Anita T.
通讯作者：
Kochanoff, Anita T.
影响因子：
9.9
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影响因子：
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作者：
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通讯作者：
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影响因子：
2.3
作者：
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通讯作者：
Pitman, Tim
影响因子：
2.7
作者：
Caplan, Leslie J.;Schooler, Carmi
通讯作者：
Schooler, Carmi