Remote or Removed: Predicting Successful Engagement with Online Learning during COVID-19
Remote or Removed: Predicting Successful Engagement with Online Learning during COVID-19
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DOI：
10.1177/2378023120988200
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发表时间：
2021-01-01
期刊：
影响因子：
4.5
通讯作者：
Perez, Lysandra
中科院分区：
文献类型：
--
作者：
Domina, Thurston;Renzulli, Linda;Perez, Lysandra
利用2020年春季对东南部一个大型公立学区近1万名小学家长的调查数据，作者调查了大流行远程学习初期小学生参与度的预测因素。作者假设，家庭物质和技术资源，学校规划和教学策略，家庭社会资本有助于学生参与远程学习。分析表明，即使在控制了家庭社会经济资源的丰富措施之后，能够访问高速互联网和互联网设备的学生也有更高的参与度。接触更多样化的社会情感和学术学习机会进一步预测更高水平的参与。此外，家庭与其他学生家庭保持社会联系的学生更有可能参与在线活动。
Using data from a spring 2020 survey of nearly 10,000 parents of elementary school parents in one large southeastern public school district, the authors investigate predictors of elementary school student engagement during the initial period of pandemic remote learning. The authors hypothesize that household material and technological resources, school programming and instructional strategies, and family social capital contribute to student engagement in remote learning. The analyses indicate that even after controlling for rich measures of family socioeconomic resources, students with access to high-speed Internet and Internet-enabled devices have higher levels of engagement. Exposure to more diverse socioemotional and academic learning opportunities further predicts higher levels of engagement. In addition, students whose families remained socially connected to other students' families were more likely to engage online.