Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis (2024)

Abstract

The COVID-19 crisis has forced education systems worldwide to find alternatives to face-to-face instruction. As a result, online teaching and learning have been used by teachers and students on an unprecedented scale. Since lockdowns – either massive or localised - may be needed again in the future to respond to new waves of the infection until a vaccine becomes available, it is of utmost importance for governments to identify which policies can maximise the effectiveness of online learning. This policy brief examines the role of students’ attitudes towards learning in maximising the potential of online schooling when regular face-to-face instruction cannot take place. Since parents and teachers play a fundamental role in supporting students to develop these crucial attitudes, particularly in the current situation, targeted policy interventions should be designed with the aim of reducing the burden on parents and help teachers and schools make the most of digital learning.

Key findings and recommendations:

  • The current COVID-19 crisis has obliged most education systems to adopt alternatives to face-to-face teaching and learning. Many education systems moved activities online, to allow instruction to continue despite school closures.

  • Considering the alternative of no schooling, online schooling has been an important tool to sustain skills development during school closures. That being said, there are still concerns that online learning may have been a sub-optimal substitute for face-to-face instruction, especially so in the absence of universal access to infrastructure (hardware and software) and lack of adequate preparation among teachers and students for the unique demands that online teaching learning pose.

  • Developing strong attitudes towards learning can help students overcome some of the potential challenges posed by online learning such as, for instance, remaining focused during online classes or maintaining sufficient motivation. They are also crucial in supporting students using information and communications technology (ICT) effectively and making the most of new technologies for learning. Positive attitudes towards learning, self-regulation and intrinsic motivation to learn play an important role in improving performance at school in general, but may be especially important should online learning continue.

  • Students’ attitudes and dispositions are influenced to a great degree by the support they receive from families and teachers and by the role models they are exposed to. Different forms of support from families and teachers, including parental emotional support and teacher enthusiasm, are found to be important for the development of positive attitudes towards learning and can ensure that students acquire the attitudes and dispositions that can maximise their ability to make the most of online learning opportunities. Yet, some families and teachers may struggle to provide such support - especially during the COVID-19 crisis - because of a lack of time, insufficient digital skills or lack of curricular guidelines.

  • Education systems should aim to strengthen engagement between schools and parents in order to improve information and guidance to parents on effective practices for supporting their children’s learning. At the same time, teachers need support to incorporate technology effectively into their teaching practices and methods and help students overcome some of the difficulties that are associated with this form of learning environment. Supporting teachers’ training about the use of digital resources for pedagogical practice and promoting teaching practices adapted to this context is key to ensure that ICT is leveraged effectively.

As a response to the COVID-19 crisis, many countries around the world closed schools, colleges and universities to halt the spread of the virus. According to data from UNESCO, the peak in school closures was registered at the beginning of April 2020, when around 1.6billionlearners were affected across 194countries, accounting for more than 90% of total enrolled learners (UNESCO, 2020[1]). The sudden closure of schools meant that education policy makers, school principals and teachers had to find alternatives to face-to-face instruction in order to guarantee children’s right to education. Many systems have adopted online teaching (and learning) on an unprecedented scale, often in combination with widespread remote learning materials such as television or radio. Until effective vaccines or therapeutics for the novel Coronavirus become available, it is likely that schooling may continue to be disrupted. Even if the worst case scenario of a second wave of the outbreak were not to materialise, localised and temporary school closures may still be needed to contain transmission of COVID-19. For instance, children coming in contact with infected individuals may be required to self-isolate and the lack of adequate spaces for them to attend classes or of qualified educators to be deployed in those circumstances will force certain schools to adopt blended models to guarantee social distancing. This has already been the case, for instance, in Germany, where, just two weeks after re-opening, some schools were closed again over Coronavirus infections. Against this uncertain backdrop, it is therefore important to identify which policies can maximise the effectiveness of online teaching and learning.

In spite of being a desirable option compared to no schooling – which would have caused major interruptions in student learning with possible long-lasting consequences for the affected cohorts (Burgess, 2020[2]; Hanushek and Woessmann, 2020[3]) - the sudden switch to using digital instruction may have led to sub-optimal results if compared to a business as usual in-presence instruction, as teachers, students and schools all had to unexpectedly adjust to a novel situation. This policy brief takes stock of some of the difficulties encountered by students, teachers and schools while adapting to online learning in order to understand how remote schooling can be improved further, should online learning become necessary to prevent widespread transmission.

The first concern which has arisen is that online learning is only available to children that have access to a broadband connection at home that is fast enough to support online learning. While network operators have mainly been successful to maintain services and efficiently utilise pre-existing capacity during phases of lockdown (OECD, 2020[4]), there are still geographical areas and population groups that are underserved, especially in rural and remote areas and among low-income groups. For example, in many OECD countries, fewer than half of rural households are located in areas where fixed broadband at sufficient speeds is available. In addition, children need to have access to devices such as computers and the necessary software to participate in online learning activities, which is often a challenge for lower‑income households.

For those students that are connected, the second concern is that certain students have not been able to receive a sufficient number of hours of instruction. For example, in the UnitedKingdom, 71% of state school children received no or less than one daily online lesson (Green, 2020[5]), while in Germany only 6% of students had online lessons on a daily basis and more than half had them less than once a week (Woessmann etal., 2020[6]). Some economists have estimated that, as a consequence of this, students in the UnitedStates will resume their schooling in the fall of 2020 with roughly 70% of the learning gains relative to a typical school year on average and that the learning gains might be even smaller in mathematics, amounting to just 50% (Kuhfeld and Tarasawa, 2020[7]). It is therefore important for education policy-makers to understand which factors have prevented certain children from receiving sufficient instruction – among them, in addition to the lack of infrastructure, the absence of adequate preparation in schools and among teachers, as well as, in some cases, the lack of curriculum guidelines. These elements have also determined a great variation, across schools and countries, in the quality of online learning, raising the concern that disparities in educational outcomes across socioeconomic groups may be reinforced in the absence of corrective measures. For example, in the UnitedStates, over one‑third of students have been completely excluded from online learning, particularly in schools with large shares of low-income students, while elite private schools experienced almost full attendance (The Economist, 2020[8]; Khazan, 2020[9]). Similarly, evidence from England (UnitedKingdom) suggests that children from better-off families spent 30% more time on home learning than those from poorer families during the lockdown, and their parents reported feeling more able to support them than socio-economically disadvantaged parents, while students from richer schools had access to more individualised resources (such as online tutoring or chats with teachers) (IFS, 2020[10]).

Further concerns relate to the fact that the effectiveness of online learning might have been hindered, in some cases, by the lack of basic digital skills among certain students and teachers, making them unprepared to adapt to the new situation so abruptly (OECD, 2020[11]). For example, descriptive evidence based on PISA2018 shows that there were major differences across countries and socio-economic groups in the use of technology for schoolwork before the pandemic among 15-year-olds, raising the concern that students who were less experienced might be those suffering the most from the shock caused by online learning.

Figure 1. Mean Index of ICT use outside of school for schoolwork, by socio-economic groups

Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis (1)

Note: The index of ICT use outside of school for schoolwork measures how frequently students do homework on computers, browse the Internet for schoolwork, use e-mail for communications related to school, visit the school website, and/or upload or download materials on it. Higher values of this index correspond to more frequent and more varied uses. Socio-economically disadvantaged/advantaged students are defined as the students in the bottom/top quartile of the PISA index of socio-economic status.

Source: OECD, PISA 2018 Database.

Figure1 indicates that, in almost all countries, students from low socio-economic backgrounds made less frequent use of digital technologies compared to their peers from high socio-economic backgrounds before the pandemic in 2018. Disparities were particularly striking in Australia, Mexico, SouthKorea and the UnitedStates. Similar differences are observed between students from public and private schools, with the latter making more frequent use of digital technologies for schoolwork (OECD, Forthcoming[12]).

In addition, some teachers might also have struggled to adapt to online teaching so abruptly due to a lack of adequate digital skills, possibly contributing to a great heterogeneity in the quality of online teaching across schools. An antecedent result in the literature is in fact that the effectiveness of ICT for learning purposes depends considerably on the digital competencies of teachers and on whether technology is incorporated into pedagogical practices (OECD, 2010[13]) in an effective manner (see Box 1).

Box 1. Impact of digital learning on students’ performance: What do we know?

While in recent years governments of many countries have been investing increasing resources to raise the availability of digital devices across schools and households, some academic literature has tried to establish the mechanisms through which the use of digital devices affects students’ learning. What has emerged is that simply providing access or using digital technologies does not automatically lead to better academic results (Escueta etal., 2017[14]). For example, Angrist and Lavy (2002[15]) assessed the impact of Israel’s Tomorrow-98 programme, which was launched in the mid-90s to provide schools with computers and teachers with training for computer-aided instruction. They document a negative relationship between the programme-induced use of computers and maths scores. Similar findings come from the evaluation of a Dutch subsidy scheme for computers and software in schools, which had a negative impact on student achievement in language, arithmetic and information processing (Leuven etal., 2007[16]). Other studies have found negligible effects of ICT use. In 2008, a large scale experiment was launched in Italy to provide 156classes with large grants to buy ICT: despite its huge cost – in the order of EUR1500 per student – the Cl@ssi2.0 programme was found to have only a negligible effect on student achievements (Checchi, Rettore and Girardi, 2015[17]). Similarly, a field experiment involving the provision of free computers to low-income schoolchildren for home use in the US state of California did not improve educational outcomes (Fairlie and Robinson, 2013[18]). Such negative or negligible effects have been mainly attributed to uses of ICT that substitute for more effective traditional instruction (Bulman and Fairlie, 2016[19]): for example, a study suggests that classroom computers are beneficial to students’ achievements when used to look up information but detrimental when used to practice skills and procedures (Falck, Mang and Woessmann, 2018[20]). Other studies illustrate that digital tools are beneficial to student learning when they are used to complement traditional teaching, e.g.extending study time and enhancing student motivation (Fleischer, 2012[21]; Peterson etal., 2018[22])

Based on this knowledge, efforts should be made by governments and school principals to support teachers in incorporating online tools effectively into their instruction practices, e.g.by fostering teachers’ pedagogies aimed at providing students with guidance and motivation towards active learning (Peterson etal., 2018[22]). Pedagogical practices should also ensure that the use of digital technologies and online tools corresponds to learners’ needs, prior competencies and digital literacy and teachers should act as mentors to guide students and help them remain focused on the learning elements of tasks (OECD, 2019[23]).

However, effective pedagogical practices and ease with digital tools are necessary but not sufficient conditions to ensure the effectiveness of online teaching and learning. Students’ attitudes towards learning are strong drivers of their academic achievements in regular times. Indeed, these may be crucial in sustaining students’ motivation and active learning in times of home schooling. The following section of this brief focuses on how the development of positive attitudes towards learning can promote effective skills development in a digital environment. It also identifies how positive learning attitudes can be best promoted by parental emotional support and teacher enthusiasm.

Positive learning attitudes can improve performance at school and help students keep their motivation when schools are closed

Recently, there has been increasing attention devoted to sustaining the development of different non-cognitive skills among students – e.g.personality traits, goals and motivation – since they have been found to have direct positive effects on several socio-economic outcomes, including wages, schooling and performance in achievement tests. Evidence indicates that these skills are malleable and amenable to policy intervention and classroom practice (Heckman etal., 2014[24]).

This section will focus on six learning attitudes:

  • students’ ambition to learn and understand as much as possible (ambitious learning goals);

  • the relevance students attribute to school for their future working careers (value of school);

  • the sense of belonging to the school community (sense of belonging);

  • students’ commitment to work hard and to improve performance (motivation to master tasks);

  • students’ ability to overcome difficulties on their own (self-efficacy);

  • the satisfaction students get from learning and reading (enjoyment of reading).

Evidence from the OECD Skills Outlook 2021 (OECD, Forthcoming[12]) shows that all the above-mentioned attitudes are particularly important for students’ success1 in that they are positively associated to their performance in reading, mathematics and science. While many of these attitudes are developed at early stages of one’s learning path, they are very likely to be carried over in adulthood, making individuals more resilient to changing societies and more disposed to life-long learning (OECD, Forthcoming[12]; Tuckett and Field, 2016[25]). Learning attitudes are not just innate and their development is highly influenced by schooling, parental care and investments, with high risk of major inequalities across socio-economic groups. Data show, for instance, that in a vast majority of OECD countries, socio-economically advantaged students are significantly more likely to have ambitious learning goals as compared to disadvantaged students (Figure2). This eventually affects also their proficiency and academic performance.

Figure 2. Mean value of ambitious learning goals, for advantaged vs. disadvantaged students

Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis (2)

Note: Positive values on this scale mean that the student developed more ambition than the average student across OECD countries. Socio‑economically disadvantaged/advantaged students are defined as the students in the bottom/top quartile of the escs index.

Source: OECD, PISA 2018 Database.

While positive attitudes towards learning are important drivers of students’ educational attainments during normal times, they are likely to be even more important in the current context, because of the unique challenges posed by online learning: online learning requires students to rely on intrinsic motivation and self-directed learning. Developing strong learning attitudes, for instance, is fundamental if pupils are to remain focused and motivated in difficult learning environments and could therefore be key to address the main difficulties that students may encounter again in the near future, if a second wave of school closures were to materialise before the health crisis has been fully addressed.

Figure3 provides indication of the importance of attitudes for learning when this learning is mediated by digital technologies by comparing the association between a very frequent use of ICT for schoolwork and students’ performance in reading among students who are, respectively, in the top and bottom quartiles of each learning attitude. Results show that, among students who make a very frequent use of ICT for schoolwork, those with stronger attitudes towards learning achieve significantly higher proficiency levels than their peers with less positive attitudes.2 Further analyses shows that, while positive attitudes tend to beneficial to students’ educational achievements in general, this positive association is even stronger when restricting the sample to high ICT users, suggesting that learning attitudes can be key to incorporate technologies and online tools effectively into learning. When giving closer consideration to the role of different learning attitudes, data show that students’ dispositions to develop ambitious learning goals and to attribute high value to school may be particularly important for maximining the effect of online learning. For instance, in Ireland, among students making an extensive use of ICT for schoolwork, those with strong ambitious learning goals score 32points more in reading tests compared to their peers lacking ambitious goals.3

Figure 3. Association between learning attitudes and reading performance among students making intensive use of ICT outside of school for schoolwork

Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis (3)

Note: The figure displays the association between high/low values of learning attitudes and performance in reading among students making intensive use of ICT outside of school for schoolwork. Bars represent the difference in reading test scores between students in the top vs bottom quartiles of learning attitudes (OECD average). Only students making an extensive use of ICT are considered. Regression controls include: the PISA index of student’s and school’s socio-economic status, age, gender, immigration status, dummy variables for attending a private and a rural school. Regressions are estimated for each of the attitudes separately. Country fixed effects are included in the regression. Bars with patterns indicate coefficients that are not statistically significant at the 5% level. Results hold when adding controls for students’ grade compared to modal grade in the country and type of programme (general, pre-vocational, vocational).

Source: OECD, PISA 2018 Database.

Attitudes and dispositions toward learning are important drivers of students’ educational achievements. In the context of online learning, they can help students to incorporate more efficiently digital technologies and online tools into the learning process.

Families and teachers: Can they provide effective support to digital learning?

Learning attitudes are rooted in the support that students receive from teachers and families. Analyses based on PISA2018 in the OECD Skills Outlook 2021 (OECD, Forthcoming[12]) shed light on the crucial role played by both teacher practices and parental emotional support as important drivers of the development of attitudes. Different forms of support can be incentivised and shaped by effective policy intervention, generally, but even more so in the extraordinary circumstances related to the COVID-19 pandemic. Therefore, it is important to understand which are the most suitable forms of support that teachers and families can embrace to sustain the digital learning process of children.

Figure 4. Association of learning attitudes and different forms of support by parents and teachers

Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis (4)

Note: The figure displays the change in each attitude index associated with one-unit increases in the indexes of parental and teachers’ support. Estimates are reported at the OECD average. Regression controls include: the PISA index of student’s and school’s socio-economic status, age, gender, immigration status, a measure of cognitive ability. Country fixed effects are included in the regression.

Source: OECD, PISA 2018 Database.

Figure4 shows that students display more positive attitudes and dispositions towards learning when they benefit from more parental emotional support.4 Parental emotional support matters for most attitudes and displays a strong association with students’ self-efficacy. More specifically, the forms of emotional support that are found to be most beneficial are when parents encourage their children to be confident and when they support their children’s educational efforts and achievements (OECD, Forthcoming[12]). On the teachers’ side, the analysis suggests that education environments where teachers are able to convey enthusiasm towards the content of their instruction support the development of positive learning attitudes in students, in particular ambitious learning goals, motivation to master tasks, self-efficacy and enjoyment of reading. The importance of teacher enthusiasm as a driving factor of student learning has been shown extensively in the literature: for instance, enthusiastic teachers help instill in their students positive subject-related affective experiences and a sense of the personal importance of the subject (Keller etal., 2014[26]) and they motivate and inspire students, increasing the productive time they spend on learning tasks (Keller etal., 2015[27]; Hoidn and Kärkkäinen, 2014[28]; Kunter etal., 2013[29]).

To give an indication of the benefits brought about by parental and teachers’ support to students’ academic achievements, Figure5 focusing on students making intensive use of ICT outside of school for schoolwork, compares performance in reading between those who report to have received, respectively, very high and very low levels of support5 – both from families and from teachers. This evidence, based on PISA2018, shows that several forms of support can be particularly effective in enhancing student learning. For example, among high ICT users, pupils who receive very high emotional support from parents or whose teachers are more predisposed to support them and stimulate their reading tend to perform significantly better in all subjects assessed in PISA. Parental emotional support is particularly effective: for instance, in the SlovakRepublic, students who use ICT very often and who receive very high support from families score on average 23points more than their peers with less support from families. Receiving strong emotional support from parents is similarly effective in some other countries, such as Austria and Slovenia.

Figure 5. Association between students’ performance in reading and support from families and teachers among students making intensive use of ICT outside of school for schoolwork

Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis (5)

Note: The figure displays the association between high/low levels of support and performance in reading among students making intensive use of ICT outside of school for schoolwork. Bars represent the difference in reading test scores between students in the top vs bottom quartiles of support from families and teachers (OECD average). Only students making an extensive use of ICT are considered. Regression controls include: the PISA index of student’s and school’s socio-economic status, age, gender, immigration status, dummy variables for attending a private and a rural school. Separate regressions are estimated for each type of support, while controlling for the continuous indices of the others. Country fixed effects are included in the regression. Bars with patterns indicate coefficients that are not statistically significant at the 5% level.

Source: OECD, PISA 2018 Database.

This evidence suggests that parents can play a crucial role during home schooling such as ensuring that their children follow the curriculum and supporting their children emotionally to sustain their motivation and ambitious goals in a situation where they might easily be discouraged from learning autonomously, also due to the lack of peer effects. Parental involvement during this phase could significantly help students to address the main challenges posed by online learning, spurring their active and autonomous learning. However, many obstacles may hinder an effective engagement by parents: for example, they might struggle to engage in their children’s schoolwork while combining their job obligations or other family obligations - a challenge that may be especially acute for single parents. Parents might also feel uncapable of supporting them due to lack of digital skills, familiarity with the content of their children’s schoolwork or negative attitudes towards the material. For example, differences in educational levels of parents might give rise to further inequalities in educational attainments and this should therefore be of great concern for policy-makers. A recent study from the Netherlands shows, for instance, that less educated parents have been less supportive of their children efforts during the lockdown and that this has been partly driven by the fact that they were feeling less capable to help them (Bol, 2020[30]). Parents with low education might also hold negative attitudes towards learning themselves, thus underestimating the importance of their support for their children’s skill development and, as result, help them less than highly educated parents. Another concern is that gender differences in math attitudes and achievements can be worsened during home schooling, when many children are supported mainly by their mothers in their schoolwork (Del Boca etal., 2020[31]; Farré and González, 2020[32]; Sevilla and Smith, 2020[33]). What is known is that many women have high levels of mathematics anxiety and previous research indicates that girls may be especially sensitive to internalising mathematics anxiety when exposed to it from female adult figures (Beilock etal., 2010[34]). It is therefore crucial for governments and schools to take immediate actions in order to tackle these issues and foster parental involvement.

Together with families, teachers play a fundamental role in helping students to make a more beneficial use of digital learning. In particular, the most effective practices relate to how teachers stimulate reading in students (e.g. the teacher poses questions that motivate students to participate actively or shows students how the information in texts builds on what they already know) as well as more general teacher support (e.g.when the teacher shows interest in every student’s learning, continues teaching until all the students understand and provides extra-help when students need it) and directed-instruction (e.g.the teacher sets clear goals for students’ learning, asks questions to check whether students understand the material, presents summary of previous classes at the beginning of each lesson). Similarly to parental emotional support, these teacher practices can significantly improve students’ performance at school and might be particularly relevant in this context, helping students to remain focused on their learning tasks and to keep their motivation and dispositions to learning. To give an example, in Australia, among students that rely extensively on ICT for schoolwork, those whose teachers are more able to stimulate their reading score on average 17points more than their peers with lower support from teachers. Similar results are observed for some other countries, such as Australia and Switzerland.

If learning attitudes are key drivers of students’ (online) learning achievements, the main challenge facing governments is therefore how to promote the development of those attitudes and how to support teachers and parents in strengthening them. Some countries have already implemented policies in this direction. These are discussed in the next section.

Policies to support families and teachers

The analysis presented so far has highlighted the importance of both families and teachers in supporting students’ learning and motivation, in regular times but even more so during school closures. It is therefore important for governments to facilitate their effective engagement. Finding effective ways for working parents to provide childcare and support to their children in schoolwork while combining their jobs obligations is an important challenge that many governments are attempting to address. Most OECD countries have already put in place interventions in this direction by extending, for instance, family leave opportunities. In Slovenia working parents who are unable to reconcile work and family obligations are entitled to up to three-months paid leave, paid at 80% of their earnings by the government. Similarly, in Germany parents with children under 12years of age are entitled to six weeks paid leave, paid at 67% of earnings up to a ceiling of EUR2016 per month. In the UnitedStates, according to the Families First Coronavirus Response Act, parents with children under 18years of age whose school has closed are entitled to up to 12weeks paid family leave, paid at two-thirds of earnings, up to a limit of USD200 per day and USD12000 over the duration. Other countries have put in place similar provisions – e.g. Canada, France, Italy, Switzerland, theUnitedKingdom, etc. - and will continue them whilst schools remain closed. Measures of this sort are crucial to spur parental involvement in their children’s learning activities while preserving their jobs.

The provision of information to parents on how to effectively support their children’s learning can also improve educational outcomes, both during a lockdown and in normal times. For example, Wide Open School, a web platform created in the UnitedStates, offers resources for educators and families for students from preschool to upper secondary education. Part of these resources aim to develop disciplinary technical skills as well as creativity, critical thinking or social-emotional skills, while other resources support families, e.g.by helping lower income families get devices and better broadband or by providing them with guidance about social-emotional wellbeing. Beyond offering access to curated resources, the platform also suggests a daily schedule to help students and families have a good balance of activities (Vincent-Lancrin, 2020[35]).

Education systems can also aim to strengthen school-parent engagement in order to provide appropriate information and guidance to parents on effective practices for supporting their children’s learning. An example from Latvia is the Educational TV Channel Tava Klase, which delivers high-quality educational material tailored for different age groups and provides a way for parents to connect with schools (van der Vlies, 2020[36]). As an indicator of its success, a recent survey of parents, students and teachers show that there is a strong positive association between the clarity of communications between schools and parents, and parents’ confidence that their children would achieve their learning goals (Burns, 2020[37]).

Teachers also need support to rapidly adapt their instruction practices to distance learning, whether regular or ad hoc. In this respect, France has mobilised its network of local digital education advisers to support the transition from face-to-face to distant learning. The network of digital education advisers has supported both teachers and school principals - by providing them with online training about the availability and use of digital resources for pedagogical practice and by promoting teaching practices adapted to educational continuity and progressive school re-opening – and students – by working with local authorities to lend and deliver computers and learning worksheets to all students (Vincent-Lancrin, 2020[38]). Other countries have decided to complement schooling resources and teachers’ efforts in delivering high-quality online classes by also providing home schooling broadcast on television or social networks. As an example, in the UnitedKingdom, the BBC has started to collaborate with teachers and educational experts and provides daily lessons to pupils in year 1 to 10, including videos and interactive activities aimed at keeping up students’ motivation and at stimulating their socio-emotional skills (Van Lieshout, 2020[39]).

Conclusions

The current COVID-19 crisis has forced many countries to close schools, colleges and universities to halt the spread of the virus. Due to the long-lasting negative consequences that school closures would have on skill accumulation, many education systems moved rapidly online on an unprecedented scale. Since lockdowns may be introduced again in the future until effective vaccines or therapeutics become available, it is of utmost importance for governments to reflect on the main difficulties that students, parents, teachers and school principals have encountered in adapting to this phase of massive online learning and intervene to better harness the potential of online learning. For example, they should first expand infrastructure, ensuring that nobody is excluded from online lessons, and support students and teachers to use online tools and technologies in an effective manner.

Based on forthcoming analysis in the Skills Outlook 2021, this policy brief illustrates that students’ attitudes and dispositions to learning, such as ambition or motivation, are important drivers of their educational achievements and can help ensure that online learning is as effective as possible. In addition, this brief showed that families and teachers play a crucial role in guiding children through the challenges of home learning: parents can provide emotional and learning support to their children, while teachers can act as mentors, encouraging active learning and motivation and checking that nobody falls behind. Such interventions can considerably contribute to making online learning more effective. Given the crucial role that families and teachers play in the context of school closures, governments can spur their effective engagement by, for example, expanding family leave opportunities and by strengthening school-parents communication.

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[26] Keller,M. etal. (2014), “Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students’ interest”, Learning and Instruction, Vol.33, pp.29-38, https://doi.org/10.1016/j.learninstruc.2014.03.001.

[27] Keller,M. etal. (2015), “Teacher Enthusiasm: Reviewing and Redefining a Complex Construct”, Educational Psychology Review, Vol.28/4.

[9] Khazan,O. (2020), “America’s Terrible Internet Is Making Quarantine Worse. Why millions of students still can’t get online”, The Atlantic, https://www.theatlantic.com/technology/archive/2020/08/virtual-learning-when-you-dont-have-internet/615322/.

[7] Kuhfeld,M. and B.Tarasawa (2020), The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement, NWEA.

[29] Kunter,M. etal. (2013), “Professional competence of teachers: Effects on instructional quality and student development”, Journal of Educational Psychology, Vol.105/3, pp.805-820, http://dx.doi.org/10.1037/a0032583.

[16] Leuven,E. etal. (2007), “The Effect of Extra Funding for Disadvantaged Pupils on Achievement”, The Review of Economics and Statistics, Vol.89, pp.721–36.

[4] OECD (2020), Keeping the Internet up and running in times of crisis, OECD Publishing, Paris.

[11] OECD (2020), Learning remotely when schools close: How well are students and schools prepared? Insights from PISA, OECD Publishing, Paris.

[23] OECD (2019), OECD Skills Outlook 2019 :Thriving in a Digital World, OECD Publishing, Paris, https://dx.doi.org/10.1787/df80bc12-en.

[13] OECD (2010), “Inspired by Technology, Driven by Pedagogy: A Systemic Approach to Technology-Based School Innovations”, https://doi.org/10.1787/9789264094437-en.

[12] OECD (Forthcoming), Skills Outlook 2021, OECD Publishing, Paris.

[22] Peterson,A. etal. (2018), “Understanding innovative pedagogies: Key themes to analyse new approaches to teaching and learning”, OECD Education Working Papers, No.172, OECD Publishing, Paris, https://doi.org/10.1787/9f843a6e-en.

[33] Sevilla,A. and S.Smith (2020), “Baby steps: The Gender Division of childcare after COVID19”, COVID Economics: Vetted and Real-Time Papers, Vol.23.

[8] The Economist (2020), Closing schools for covid-19 does lifelong harm and widens inequality.

[25] Tuckett,A. and J.Field (2016), Factors and motivations affecting attitudes towards and propensity to learn through the life course, Government Office for Science.

[1] UNESCO (2020), COVID-19 Educational Disruption and Response, https://en.unesco.org/covid19/educationresponse/.

[36] van der Vlies,R. (2020), Latvia: Tava klase (Your class), OECD Publishing, Paris.

[39] Van Lieshout,K. (2020), United Kingdom: BBC Bitesize, OECD Publishing, Paris.

[38] Vincent-Lancrin,S. (2020), France: Réseau de délégués académiques numériques (Network of digital education advisers), OECD Publishing, Paris.

[35] Vincent-Lancrin,S. (2020), “United States: Wide Open School”, Education continuity.

[6] Woessmann,L. etal. (2020), Die Schulkinder Die Zeit Der Schulschließungen Verbracht, Und Welche Bildungsmaßnahmen Befürworten Die Deutschen?.

Contact

Fabio MANCA, OECD Centre for Skills (✉ fabio.manca@oecd.org)

Federica MELUZZI, OECD Centre for Skills (✉ Federica.meluzzi@oecd.org)

Notes

1.

Other previous evidence is contained for example in (Behncke, 2009[41]), (Heckman, Stixrud and Urzua, 2006[40]).

2.

Results hold when accounting for students’ grade compared to modal grade in the country and type of programme (general, pre-vocational, vocational), mitigating the concern that results might be driven by school characteristics.

3.

Analogous results are found for the other subjects assessed in PISA, i.e. science and mathematics.

4.

Parental emotional support is an index constructed in PISA grouping the following forms of support embraced by parents: parents support their children’s educational efforts and achievements, they support their children when they are facing difficulties and they encourage them to be confident.

5.

High and low levels of support have been defined based on the values taken by the indices of parental emotional support and teacher practices, constructed in PISA. More specifically, students receiving low/high support are those in the bottom/top quartile of the corresponding index.

Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis (2024)

FAQs

How can teachers help students with online learning? ›

By recording and sharing your lectures, you give learners the ability to access them as it's possible or convenient for them. Stay on camera. Staying visible while teaching online allows your students to feel connected and more comfortable engaging.

How has online learning affected families? ›

65% of parents are concerned about their children possibly falling behind academically due to school disruptions and online learning. 63% of parents are concerned about their children having too much screen time. 60% of parents are concerned about their children being able to maintain social connections.

Which citation would best support an argument in favor of online learning? ›

What would be the best citation for an argument in favor of online learning? According to the US Department of Education, "students in online conditions performed modestly better, on average, than those learning the same material through traditional face-to-face instruction" (Evaluation xiv).

What is the negative effects of online learning on student performance? ›

E-Learning lacks face-to-face communication

A lack of face-to-face communication with the instructor inhibits student feedback, causes social isolation, and could cause students to feel a lack of pressure. A lack of pressure is a disadvantage because it causes students to abandon their studies more easily.

What is the most effective learning method in online learning? ›

Lecture is perhaps the most prevalent instructional strategy used in higher education—on campus and online. Just as they would in a classroom, many online professors use lectures to transmit information, promote comprehension, and spark students' interests.

How to make online learning more engaging and effective for students? ›

Here are five simple ways to engage your learners by making your online learning program more interactive.
  1. Ask for feedback. Any chance the learners have to leave feedback is a great opportunity for interaction. ...
  2. Let people choose the way. ...
  3. Make it social. ...
  4. Invite learners to contribute. ...
  5. Encourage peer evaluation.

How did online learning affect students during COVID? ›

Related: How higher education lost its shine

Much of the pre-pandemic research into online higher education concluded that students in online programs did worse than students in in-person courses, with lower grades, higher dropout rates and poorer performance in subsequent classes.

What are the struggles of parents in online learning? ›

On the other hand, parents face various challenges from distance learning in terms of the virtual setting; delivery of instruction; unsatisfactory learning outcomes; struggle with the use and availability of technology; personal problems on health, stress, and learning style of their child; as well as financial ...

How does online learning negatively affect students social interactions? ›

They may also miss face-to-face interactions with fellow students. For some students, this lack of social interaction – and the accompanying need to be self-motivated to get their work done – can lead to feelings of isolation.

Is online learning effective or not your supporting evidence? ›

Students learn more than they do in traditional courses. IBM have found that participants learn five times more material in online learning courses using multimedia content than in traditional face to face courses.

Is online education more effective than traditional learning? ›

Online learning is not only more effective for students, but it is also better for the environment. Online courses consume 90% less energy and release 85% less CO2 per student than traditional in-person courses, according to the Open University in the United Kingdom.

Is online learning better than face to face argumentative essay? ›

Face-to-face education is a preferred method due to the opportunities for personal interactions that enhance learning. Online learning happens through the internet, and it is not suitable because it limits the educational processes of building social and professional skills.

Why are students struggling with online learning? ›

It's easy to get diverted from study online

Given all the distractions that are only one click away, students are easily diverted from online study. Those distractions are designed to grab attention and maintain engagement. Distractions include everything from streaming services and social media to online games.

What three problems did you face during online education? ›

7 Top Challenges with Online Learning For Students (and Solutions)
  • Isolation.
  • Motivation.
  • Equipment.
  • Tech Issues.
  • Distractions.
  • Time Management.
  • Barriers to learning (Disabilities / Special Needs)
Aug 18, 2022

What are three disadvantages online classes? ›

Ten Disadvantages of Online Courses
  • Online courses require more time than on-campus classes. ...
  • Online courses make it easier to procrastinate. ...
  • Online courses require good time-management skills. ...
  • Online courses may create a sense of isolation. ...
  • Online courses allow you to be more independent.

What would be the best approaches to take in improving online teaching and learning? ›

5 things teachers can do to improve online teaching.
  1. Utilize a variety of technology options. ...
  2. Connect to students individually. ...
  3. Prepare to work with parents. ...
  4. Consider new learning methods. ...
  5. Provide collaboration and socialization opportunities.
Aug 9, 2020

What are the 5 tips to be successful in online learning? ›

5 Tips to Succeed in Online Learning
  • Develop a Schedule. Commit to making your online coursework part of your weekly routine. ...
  • Set Specific Goals. Create daily goals and set reminders for yourself to complete tasks within specific windows of time.
  • Get Connected. ...
  • Create a Designated Study Space. ...
  • Stay healthy.

What are the 9 strategies for effective online teaching? ›

Strategies for Teaching Online
  • Writing your syllabus. ...
  • Working with Teaching Assistants. ...
  • Creating inclusive and equitable online learning environments. ...
  • Engaging discussions online. ...
  • Promote student well-being. ...
  • Facilitating effective online meetings. ...
  • Other resources.

What suggestions can you give to improve the implementation of the online learning? ›

Embracing digital communication through emails, student chat rooms, social media channels, online forums, and more, is the key to increasing the effectiveness of online learning. Students can interact with classmates and raise doubts relevant to the course and assignments.

What is the most effective way to help students stay focused during online lessons? ›

Study Tips for Online Classes
  1. Establish a dedicated study area. Don't double your kitchen or dining room table as a classroom. ...
  2. Eliminate Distractions. ...
  3. Reward Yourself. ...
  4. Try The Pomodoro Technique. ...
  5. Form a study group. ...
  6. Take handwritten notes. ...
  7. Set Dedicated Study Time. ...
  8. Don't Forget To Sleep.

What is the positive impact of online learning on students? ›

The biggest positive impact that online education has had over traditional teaching is the freedom to take lessons without the rigidity of space.At the same time, online . learning provides the facility to record the lessons and listen to them again.

Does online learning affect students learning? ›

Numerous studies reported that online learning could increase student participation, improve discussion quality, and foster online interactions. The discussion forum could support students and improve learning by solving difficult problems.

What are the biggest challenges facing online learning today? ›

Some of the issues experienced can be personal such as: anxiety associated with using technology; being out of one's comfort zone; (perception of) inequity in assessment, particularly in “group” assignments; and, the (perceived) inability or difficulty in peer interaction, particularly in presentations.

What are the five biggest challenges about online learning? ›

However, many of them encounter serious challenges that prevent them from completing their courses successfully.
...
How To Overcome 5 Common Problems Faced By Students In eLearning
  • Adaptability Struggle. ...
  • Technical Issues. ...
  • Computer Literacy. ...
  • Time Management. ...
  • Self-Motivation.
Jul 10, 2015

What are the 5 most common student issues with online learning? ›

Barriers to online learning (and how to overcome them!)
  • Barrier 1: Poor time management. ...
  • Barrier 2: Lack of motivation. ...
  • Barrier 3: Where do I get help? ...
  • Barrier 4: Technical issues. ...
  • Barrier 5: Cost.
Jul 7, 2022

What are the causes affecting students attitude towards online learning? ›

There are several factors that are important that affect the attitudes of the students' learning. These include motivation, prior knowledge, computer skills/ICT Skills and learning preferences.

What kind of problems students face in online classes? ›

Lack of in-person interaction

We are humans and interacting with others is one of our basic needs. Without interaction, we tend to feel miserable and bored. This is exactly how students feel in an online education environment. However, all the students do not feel the same way.

How does online learning affect child development? ›

In their newest findings, they share that families reported a rise in temper tantrums, anxiety, and a poor ability to manage emotions, especially among the young elementary-aged children during remote learning.

What are the unacceptable reasons why online education should? ›

5 Disadvantages to Consider about Online Education
  • Lack of accreditation and low quality. ...
  • Little or no face-to-face interaction. ...
  • More work. ...
  • Intense requirement for self-discipline. ...
  • Even more intense requirement for self-direction.
Nov 29, 2017

What are the online learning difficulties due to pandemic? ›

The study's reported that the challenges were communications, assessment, online education experience, technology use tools, time management, anxiety, and coronavirus disease stress. However, students reported positively the effectiveness of online learning during the pandemic.

Is online learning less effective compared to classroom? ›

Scientists looking at the effectiveness of distance learning found that in some studies, distance education students performed slightly better in exams and grades than traditional classroom students, but that overall the average performance outcomes weren't that different.

Can online learning be as effective as the traditional classroom? ›

According to research, over 75% of academic leaders think online learning is equal to or superior to traditional classes. It's no wonder why. Many students have benefited from online courses as they're more accessible and flexible, especially for those who work full-time or have other obligations.

Can online learning replace traditional schools why why not? ›

But now the question arises whether online learning will replace school classes. Traditional schooling and online school learning both have unique advantages. Ideally, people should learn to make the best use of both systems. But school classes should not be replaced by online learning.

Are advantages of online education more than its disadvantages? ›

Another advantage of online learning is reduced financial costs. Online education is far more affordable as compared to physical learning. This is because online learning eliminates the cost points of student transportation, student meals, and most importantly, real estate.

What is the main advantage of online learning as opposed face to face learning? ›

You can study whenever you want in the comforts of your home. You can learn at your own pace and time through online learning. Whether you're a full-time student or a professional looking to advance your career, taking online classes means you get to do school work on your own terms.

Do you think online learning is more beneficial than face to face learning? ›

In many ways, online learning is more effective than face to face learning. As research shows 80% of organizations believe their use of digital learning will remain the same, increase or decrease only slightly as restrictions on live training ease.

Does online education make life more convenient or face to face education is better support your answer with suitable examples? ›

While both online and face-to-face learning can have components of both student-led and teacher-led curriculum, online study lends itself better to student-led advancement and learning. In online study, students can decide for themselves what they want to dig deeper on, and spend more time learning.

What is the common problem in online learning? ›

Remote learning imposes distance and other barriers to communication. These barriers make teaching these skills more difficult. In a virtual classroom, teachers and students have fewer opportunities to interact.

What is the main problem of online learning? ›

Short Attention Span

It takes self-discipline to be attentive and focused in a regular classroom setting. With online class, it takes will power to stay awake and focused. Short attention span have gone even shorter.

What are the challenges of online learning and how can you overcome those challenges? ›

5 Ways to Overcome the Challenges of Virtual Learning
  • CREATE A SCHEDULE AND STICK TO IT. ...
  • FIND A PRODUCTIVE WORKPLACE. ...
  • MINIMIZE THE TECHNICAL ISSUES. ...
  • JOIN VIRTUAL LEARNING COMMUNITIES. ...
  • MAKE USE OF COMMUNICATION PLATFORMS. ...
  • VIRTUAL LEARNING DOESN'T HAVE TO BE DIFFICULT.

What are the negative impact of online education? ›

E-Learning lacks face-to-face communication

A lack of face-to-face communication with the instructor inhibits student feedback, causes social isolation, and could cause students to feel a lack of pressure. A lack of pressure is a disadvantage because it causes students to abandon their studies more easily.

What are the negative effects of online learning to students? ›

Despite the popularity, online classes do have downsides.
  • Less Direct Contact. Online classes don't offer the same immediate and regular access to instructors and classmates as traditional face-to-face classes. ...
  • Time Commitment. ...
  • Less Accountability. ...
  • Higher Dropout Rate.

How can teachers effectively manage an online class? ›

What are some strategies for managing an online classroom?
  1. Put distractions away. ...
  2. Establish habits and routines. ...
  3. Incentivize and reward. ...
  4. Engage students through gamification. ...
  5. Make use of Total Physical Response (TPR) ...
  6. Use teaching platform features. ...
  7. Control disruptions. ...
  8. Build relationships.
Jun 11, 2021

What can teachers do to help students learn better? ›

How Educators Can Help Students be Successful Inside and Outside the Classroom
  • Be Creative. ...
  • Provide Relevant Study Materials. ...
  • Accept All Students. ...
  • Stay Up-To-Date. ...
  • Use a Variety of Teaching Methods. ...
  • Set Achievable Goals.
Jun 17, 2019

What are the teaching strategies in online learning? ›

Strategies for Online Teaching
  • Writing your syllabus. ...
  • Working with Teaching Assistants. ...
  • Creating inclusive and equitable online learning environments. ...
  • Engaging discussions online. ...
  • Promote student well-being. ...
  • Facilitating effective online meetings. ...
  • Other resources.

What is the role of the teacher in an online classroom? ›

It is the responsibility of the online teacher to make sure that students are abiding by it. Learning Management Systems (as well as the Student Information System) in online courses often provide a wealth of information about students' times logged in, times on task, and assessment results.

What strategies would you use to support students in their learning? ›

Here are seven strategies that have a positive impact:
  • Having compassion and empathy. ...
  • Creating a secure and dependable structure. ...
  • Ramping up the positive. ...
  • Supporting academic risk. ...
  • Teaching active listening. ...
  • Embedding strategy instruction. ...
  • Building collaborative relationships.

How can teachers help their students overcome their learning difficulties? ›

Tips for educators and parents on supporting children with learning difficulties
  • Establish a sincere relationship with the child: Try to explain to them what learning difficulty is. ...
  • Focus on praising effort, not results. ...
  • Concentrate on child's strengths, not weaknesses. ...
  • Provide them with role models.
Jul 2, 2021

What are three things teachers can do to help students? ›

This blog examines six ways teachers can help students be successful throughout the school year.
  • Lead by Example. Even children know that actions speak louder than words. ...
  • Seek to be Restorative. ...
  • Support Inclusion. ...
  • Teach Emotional Self-Regulation.
Mar 17, 2021

What are some examples of effective online teaching practices? ›

Examples of effective online teaching strategies
  • Humanize late policies for better learning.
  • Scaffold final projects to improve learning.
  • Small things, big impacts.
  • Strengthening human connection to improve online learning.
  • Use Yellowdig to Build Community.
  • Using Repeated Practice.
  • Welcoming Online Students.

What are the 4 active learning interactions in online learning? ›

When students are observing, doing, communicating, and reflecting, they are actively working with concepts and people. We describe these activities as interactions.

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