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Virtual Learning, Now and Beyond

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Bibliographic Details
Title: Virtual Learning, Now and Beyond
Language: English
Authors: Pitts, Christine, Pillow, Travis, Dusseault, Bree, Lake, Robin, University of Washington, Bothell. Center on Reinventing Public Education (CRPE), Bellwether Education Partners, Walton Family Foundation, Allstate Foundation, COVID Collaborative
Source: Center on Reinventing Public Education. 2022.
Availability: Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2022
Intended Audience: Policymakers
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Electronic Learning, Distance Education, COVID-19, Pandemics, Sustainability, Educational Quality, Access to Computers, Disadvantaged, Parent School Relationship, School Community Relationship, Teacher Empowerment, Instructional Leadership, Elementary Secondary Education
Geographic Terms: Wisconsin, Colorado, California (Oakland), Maryland (Baltimore), New York
Abstract: The pandemic-fueled expansion of online learning will certainly persist beyond the pandemic, and schools must ensure that the transition creates accessible, high-quality options for all students. Most recently, the surge in COVID-19 Omicron variant cases and persistent ambiguity around whether and how to close schools reinforces the fact that we have failed to build intentional on-ramps to virtual education. State and local leaders can employ evidence from past online learning efforts, emerging best practices, and data from the pandemic to understand how to build a path forward that capitalizes on the potential of online learning, while avoiding the pitfalls. Virtual learning is not going away, but it must improve, especially for students of color and those facing economic insecurity. The bottom line is that students cannot afford to repeat the emergency distance learning that took place in 2020 and 2021. This brief provides a guide for education leaders and policymakers building a path to sustainable and quality virtual learning. It includes four steps school system leaders can take in the short and longer term to harness the potential of online learning, avoid pitfalls that made it ineffective, and ensure students have equitable access to high-quality learning opportunities that meet their needs.
Abstractor: ERIC
Entry Date: 2022
Accession Number: ED617325
Database: ERIC
Description
Abstract:The pandemic-fueled expansion of online learning will certainly persist beyond the pandemic, and schools must ensure that the transition creates accessible, high-quality options for all students. Most recently, the surge in COVID-19 Omicron variant cases and persistent ambiguity around whether and how to close schools reinforces the fact that we have failed to build intentional on-ramps to virtual education. State and local leaders can employ evidence from past online learning efforts, emerging best practices, and data from the pandemic to understand how to build a path forward that capitalizes on the potential of online learning, while avoiding the pitfalls. Virtual learning is not going away, but it must improve, especially for students of color and those facing economic insecurity. The bottom line is that students cannot afford to repeat the emergency distance learning that took place in 2020 and 2021. This brief provides a guide for education leaders and policymakers building a path to sustainable and quality virtual learning. It includes four steps school system leaders can take in the short and longer term to harness the potential of online learning, avoid pitfalls that made it ineffective, and ensure students have equitable access to high-quality learning opportunities that meet their needs.