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Learning-Mode Choice, Student Engagement, and Achievement Growth during the COVID-19 Pandemic

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Title: Learning-Mode Choice, Student Engagement, and Achievement Growth during the COVID-19 Pandemic
Language: English
Authors: Darling-Aduana, Jennifer (ORCID 0000-0002-7940-5662), Woodyard, Henry T., Sass, Tim R., Barry, Sarah S.
Source: AERA Open. Jan-Dec 2022 8(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
Descriptors: COVID-19, Pandemics, Electronic Learning, In Person Learning, Preferences, Family Attitudes, Learner Engagement, Academic Achievement, Attendance, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8
ISSN: 2332-8584
Abstract: The COVID-19 pandemic resulted in an unanticipated, near-universal shift from in-person to virtual instruction in the spring of 2020. During the 2020-21 school year, schools began to reopen, and families were faced with decisions regarding the instructional mode for their children. We leverage administrative, survey, and virtual-learning data to examine the determinants of family learning-mode choice and associations between virtual education, student engagement, and academic achievement. Family preference for virtual (versus face-to-face) instruction was highly associated with subsequent school-level infection rates and appeared relatively uniform within schools. We find that students assigned to a higher proportion of instructional days in virtual mode experienced higher rates of attendance but negative achievement growth compared to students who were assigned a higher proportion of instructional days in face-to-face mode. Insights from this study can be used to better understand family preferences as well as to target and refine virtual learning in a post-COVID-19 society.
Abstractor: As Provided
Notes: https://doi.org/10.3886/E179341V1
Entry Date: 2022
Accession Number: EJ1360283
Database: ERIC
FullText Text:
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  Data: Learning-Mode Choice, Student Engagement, and Achievement Growth during the COVID-19 Pandemic
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  Data: <searchLink fieldCode="AR" term="%22Darling-Aduana%2C+Jennifer%22">Darling-Aduana, Jennifer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7940-5662">0000-0002-7940-5662</externalLink>)<br /><searchLink fieldCode="AR" term="%22Woodyard%2C+Henry+T%2E%22">Woodyard, Henry T.</searchLink><br /><searchLink fieldCode="AR" term="%22Sass%2C+Tim+R%2E%22">Sass, Tim R.</searchLink><br /><searchLink fieldCode="AR" term="%22Barry%2C+Sarah+S%2E%22">Barry, Sarah S.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. Jan-Dec 2022 8(1).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Label: Peer Reviewed
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  Data: Y
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  Data: 18
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Attitudes%22">Family Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink>
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  Data: 2332-8584
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The COVID-19 pandemic resulted in an unanticipated, near-universal shift from in-person to virtual instruction in the spring of 2020. During the 2020-21 school year, schools began to reopen, and families were faced with decisions regarding the instructional mode for their children. We leverage administrative, survey, and virtual-learning data to examine the determinants of family learning-mode choice and associations between virtual education, student engagement, and academic achievement. Family preference for virtual (versus face-to-face) instruction was highly associated with subsequent school-level infection rates and appeared relatively uniform within schools. We find that students assigned to a higher proportion of instructional days in virtual mode experienced higher rates of attendance but negative achievement growth compared to students who were assigned a higher proportion of instructional days in face-to-face mode. Insights from this study can be used to better understand family preferences as well as to target and refine virtual learning in a post-COVID-19 society.
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  Label: Abstractor
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  Data: As Provided
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  Data: https://doi.org/10.3886/E179341V1
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  Data: 2022
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  Data: EJ1360283
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Family Attitudes
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Attendance
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      – SubjectFull: Grade 4
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      – SubjectFull: Grade 5
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      – SubjectFull: Grade 6
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      – SubjectFull: Grade 7
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      – SubjectFull: Grade 8
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      – TitleFull: Learning-Mode Choice, Student Engagement, and Achievement Growth during the COVID-19 Pandemic
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