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Is There Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence

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Bibliographic Details
Title: Is There Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence
Language: English
Authors: McBurnie, Chris, Adam, Taskeen, Kaye, Tom
Source: Journal of Learning for Development. 2020 7(3):485-493.
Availability: Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org
Peer Reviewed: Y
Page Count: 9
Publication Date: 2020
Document Type: Journal Articles
Reports - Descriptive
Descriptors: COVID-19, Pandemics, Educational Technology, Access to Education, Access to Computers, Educational Opportunities, Foreign Countries, Developing Nations, Well Being, Equal Education, Electronic Learning, Ownership, Low Income, Program Design, Handheld Devices, Caregiver Role, Home Schooling
Geographic Terms: Kenya, Senegal, Ethiopia, Mongolia, Ecuador, Vietnam, Ghana, Bangladesh
ISSN: 2311-1550
Abstract: Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1280661
Database: ERIC
Description
Abstract:Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.
ISSN:2311-1550