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Understanding Disruptions: Causes of and Variation in Lost Instructional Time. EdWorkingPaper No. 25-1239

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Bibliographic Details
Title: Understanding Disruptions: Causes of and Variation in Lost Instructional Time. EdWorkingPaper No. 25-1239
Language: English
Authors: Xander Beberman, Sarah Novicoff, Ana Trindade Ribeiro, Carly D. Robinson, Susanna Loeb, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 35
Publication Date: 2025
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: Elementary Schools, Charter Schools, Electronic Learning, Virtual Classrooms, Classroom Environment, Educational Technology, Online Courses, Natural Language Processing, Time on Task, Teacher Participation, Tutors, Environmental Influences, Computer Mediated Communication, Time Factors (Learning), School Demography
Geographic Terms: Texas
Abstract: Virtual instruction has boomed after the COVID-19 pandemic, including the use of virtual environments within in-person schools. But, research has provided little evidence about student experiences on these virtual platforms, nor how to improve the use of these platforms. Through natural language processing techniques, this study examines over 26,000 virtual tutoring sessions that took place within in-person schools to identify the frequency of disruptions during virtual learning. We find that 81 percent of allocated instructional time was undisrupted. Technology problems consumed approximately nine percent of planned instructional time, while student disruptions consumed another seven percent. We find substantial variation across schools, with fewer disruptions when tutoring occurred in dedicated environments such as libraries or tutoring-specific classrooms.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678184
Database: ERIC
Description
Abstract:Virtual instruction has boomed after the COVID-19 pandemic, including the use of virtual environments within in-person schools. But, research has provided little evidence about student experiences on these virtual platforms, nor how to improve the use of these platforms. Through natural language processing techniques, this study examines over 26,000 virtual tutoring sessions that took place within in-person schools to identify the frequency of disruptions during virtual learning. We find that 81 percent of allocated instructional time was undisrupted. Technology problems consumed approximately nine percent of planned instructional time, while student disruptions consumed another seven percent. We find substantial variation across schools, with fewer disruptions when tutoring occurred in dedicated environments such as libraries or tutoring-specific classrooms.