Bond, M; Bergdahl, N; Mendizabal-Espinosa, R; Kneale, D; Bolan, F; Hull, P; Ramadani, F; (2021) Global emergency remote education in secondary schools during the COVID-19 pandemic: A systematic review. EPPI Centre, UCL Social Research Institute, University College London: London, UK.

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Abstract

The worldwide shift to emergency remote education in 2020 as a result of the COVID-19 pandemic impacted billions of students and teachers. A range of teaching and learning strategies were employed by schools as a result, despite confusing and sometimes contradictory government guidance, with systemic issues such as equity and access impacting heavily on disadvantaged students. In light of the findings of a recent IPPO evidence snapshot and roundtable event, and in order to gain further insight into how emergency remote education was experienced by secondary school students, parents and educators, a systematic review was conducted that collates and synthesises primary empirical studies across five key research questions focusing on student engagement, online assessment, peer collaboration, parent engagement, and future directions for online learning. Studies were searched for in May 2021 using Web of Science, Scopus, ERIC, Microsoft Academic Graph, ResearchGate and the COVID-19 living map, and were included if they focused on teaching and learning using blended or online approaches in secondary schools during the pandemic, that were published in English. Following quality assessment on scope and methodological rigour, 81 studies were included for narrative synthesis. The research studies were conducted in 38 countries, with 37% of studies from low or lower-middle income countries, and 63% from upper-middle income or high-income countries. Most of the evidence came from students (64%), followed by teachers (53%), with very few studies exploring the perceptions and experiences of parents (6%) or school leaders (5%). Findings reveal that self-regulation and understanding were the most frequently reported indicators of student engagement, with online assessment tools, learning management systems with collaborative tools, live synchronous lessons with peer and teacher interaction, and teacher-made videos considered particularly engaging. Social isolation was the most frequently reported indicator of disengagement, characterised by poor attendance in live lessons, a lack of opportunities to seek help with challenges and difficulties facilitating peer collaboration. Although many articles reported that assessment online was particularly challenging, 21 different types of online assessments strategies were identified, with online quizzes and formative online feedback the most frequently used. Live marking or recorded feedback and assessment were found to be particularly beneficial, as providing feedback during live lessons was sometimes challenging. Peer collaboration was facilitated through peer assessment, inquiry-based group work and experiments, aided by the use of collaborative software and combining multiple applications. Parental involvement and support contributed to student learning, although issues of equity impacted the extent to which they could engage with their children's learning, alongside gaps in family content knowledge and technological skills. Numerous implications for future policy relating to online and blended learning are provided.

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