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Teachers' Lived Experiences with Remote Learning and Their Implications on Low-Income Students during the COVID-19 School Closures

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Title: Teachers' Lived Experiences with Remote Learning and Their Implications on Low-Income Students during the COVID-19 School Closures
Language: English
Authors: Crystal Burks
Source: ProQuest LLC. 2024Ed.D. Dissertation, Northcentral University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 123
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Descriptors: Teaching Experience, Distance Education, Electronic Learning, Low Income Students, COVID-19, Pandemics, School Closing, Barriers, Equal Education, Disadvantaged, Educational Strategies
Geographic Terms: Maryland (Baltimore)
ISBN: 979-83-8281-713-2
Abstract: This qualitative phenomenological study addresses the pressing issue of remote learning challenges faced by low-income students during the COVID-19 pandemic. As of March 29, 2021, the pandemic had led to 126,890,643 confirmed cases and 2,778,619 deaths globally, while exacerbating existing educational disparities. The pandemic prompted widespread school closures, affecting approximately 1.5 billion students globally. This disruption further hindered progress towards the United Nations' Sustainable Development Goal of providing inclusive and equitable quality education for all. The transition to online learning disproportionately impacted economically disadvantaged students, compounding preexisting inequalities. The purpose of this qualitative phenomenological study was to identify strategies to overcome the challenges of remote learning among students due to the COVID-19 pandemic, based on the lived experiences of teachers of low-income students in Baltimore City and Baltimore County, Maryland. Phenomenology, a method that explores human experiences and interpretations, guided the research design. Teachers' perspectives on obstacles encountered while facilitating remote learning were examined through in-depth interviews. Vygotsky's sociocultural theory and Jean Piaget's theory of cognitive constructivism learning were the main theoretical perspectives that guided this study. The study's target population comprised of nine teachers from three schools, selected for their focus on underserved communities and limited pre-pandemic technology integration. These institutions previously relied on traditional classroom instruction, making the shift to remote learning particularly impactful. By delving into educators' narratives, this research sought to uncover practical approaches for overcoming barriers to remote learning while considering the unique contexts of low-income students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30997365
Accession Number: ED656635
Database: ERIC
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  Data: Teachers' Lived Experiences with Remote Learning and Their Implications on Low-Income Students during the COVID-19 School Closures
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  Data: This qualitative phenomenological study addresses the pressing issue of remote learning challenges faced by low-income students during the COVID-19 pandemic. As of March 29, 2021, the pandemic had led to 126,890,643 confirmed cases and 2,778,619 deaths globally, while exacerbating existing educational disparities. The pandemic prompted widespread school closures, affecting approximately 1.5 billion students globally. This disruption further hindered progress towards the United Nations' Sustainable Development Goal of providing inclusive and equitable quality education for all. The transition to online learning disproportionately impacted economically disadvantaged students, compounding preexisting inequalities. The purpose of this qualitative phenomenological study was to identify strategies to overcome the challenges of remote learning among students due to the COVID-19 pandemic, based on the lived experiences of teachers of low-income students in Baltimore City and Baltimore County, Maryland. Phenomenology, a method that explores human experiences and interpretations, guided the research design. Teachers' perspectives on obstacles encountered while facilitating remote learning were examined through in-depth interviews. Vygotsky's sociocultural theory and Jean Piaget's theory of cognitive constructivism learning were the main theoretical perspectives that guided this study. The study's target population comprised of nine teachers from three schools, selected for their focus on underserved communities and limited pre-pandemic technology integration. These institutions previously relied on traditional classroom instruction, making the shift to remote learning particularly impactful. By delving into educators' narratives, this research sought to uncover practical approaches for overcoming barriers to remote learning while considering the unique contexts of low-income students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 123
    Subjects:
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Equal Education
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      – SubjectFull: Disadvantaged
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      – SubjectFull: Educational Strategies
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      – SubjectFull: Maryland (Baltimore)
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