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Download full textTeresa M. Ober; Ying Cheng; Matthew F. Carter; Cheng Liu – AERA Open, 2023
We investigated how the transition to remote instruction during the COVID-19 pandemic affected students' engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (M[subscript age]=16.7 years, SD[subscript age]=0.90; %female=55.4) students enrolled in the course during 2017-2018 (N=266),…
Descriptors: COVID-19, Pandemics, Learner Engagement, Self Evaluation (Individuals)
Darling-Aduana, Jennifer; Woodyard, Henry T.; Sass, Tim R.; Barry, Sarah S. – AERA Open, 2022
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…
Descriptors: COVID-19, Pandemics, Electronic Learning, In Person Learning
Tackie, Hilary N. – AERA Open, 2022
In the effort to "flatten the curve" of the COVID-19 pandemic, teachers were required to adapt their curricula, pedagogy, and relationships with their students to remote learning structures. Using data gathered through an online qualitative survey of over 800 Chicago teachers in July 2020, this article will examine the ways that the…
Descriptors: Teacher Student Relationship, Intimacy, Distance Education, Electronic Learning
Kim, Deoksoon; Wortham, Stanton; Borowiec, Katrina; Yatsu, Drina Kei; Ha, Samantha; Carroll, Stephanie; Wang, Lizhou; Kim, Julie – AERA Open, 2021
The COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and threatened students' well-being in several ways. With the abrupt shift to online learning, were instructors able to maintain a focus on educating whole students, in addition to teaching subject matter? We answer this question by investigating…
Descriptors: COVID-19, Pandemics, Holistic Approach, Student Development
Matuk, Camillia; Martin, Rebecca; Vasudevan, Veena; Burgas, Kim; Chaloner, Kim; Davidesco, Ido; Sadhukha, Sushmita; Shevchenko, Yury; Bumbacher, Engin; Dikker, Suzanne – AERA Open, 2021
We explored the COVID-19 pandemic as a context for learning about the role of science in a global health crisis. In spring 2020, at the beginning of the first pandemic-related lockdown, we worked with a high school teacher to design and implement a unit on human brain and behavior science. The unit guided her 17 students in creating studies that…
Descriptors: COVID-19, Pandemics, Science and Society, Scientific Principles
Darling-Aduana, Jennifer – AERA Open, 2021
Students belonging to marginalized groups experience positive impacts when taught by a teacher of the same race, ethnicity, and gender. The unique nature of standardized, asynchronous online course taking allows for greater separation of any possible educational benefits of student versus teacher-driven mechanisms contributing to these improved…
Descriptors: Distance Education, Online Courses, Electronic Learning, High School Students
