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ERIC Number: EJ1377353
Record Type: Journal
Publication Date: 2023-Jun
Pages: 59
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-6543
EISSN: EISSN-1935-1046
Online Teaching in K-12 Education in the United States: A Systematic Review
Carla C. Johnson; Janet B. Walton; Lacey Strickler; Jennifer Brammer Elliott
Review of Educational Research, v93 n3 p353-411 Jun 2023
The transition to fully or partially online instruction for K-12 students necessitated by the 2020 COVID-19 pandemic highlighted the current lack of understanding of practices that support K-12 student learning in online settings in emergency situations but also, more troublingly, in K-12 online teaching and learning more generally. A systematic review of literature regarding K-12 online teaching and learning in the United States was therefore conducted to begin to fill this gap and to inform the work of policy makers, researchers, teacher educators, teachers, and administrators as they negotiate the changing role of online instruction in our nation's educational systems. The review revealed a set of contextual conditions that are foundational to student learning in K-12 online settings (prepared educators, technology access and autonomy, students' developmental needs and abilities, and students' self-regulated learning skills). The literature also pointed to seven pillars of instructional practice that support student learning in these settings (evidence-based course organization and design, connected learners, accessibility, supportive learning environment, individualization, active learning, and real-time assessment).
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: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Information Analyses
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: 91990020F0350