Distance Learning in Russian Schools during the COVID-19 Pandemic: Predicting Student Outcomes
Abstract
The outburst of COVID had a major impact on the lives of people all over the world. While educational systems were developing plans, preparing teachers and schools for transition to distance learning, students were left in the situation which required them to organize their studies by themselves. This paper attempts to identify predictors of student learning outcomes, namely, students’ self-rated achievements, learning effort, and emotions, during the lockdown based on the data derived via the School Barometer survey in Russia. A total of 22080 students from 85 Russian regions participated in the survey. Relative weight analysis found statistically significant predictors for students’ learning outcomes: ‘learning effort’ and ‘negative emotions’’. The paper addresses such issues as student autonomy, teaching practices, and access to education.
Downloads
References
Aparicio M., Bacao F., Oliveira T. (2016) An e‑Learning Theoretical Framework. Educational Technology & Society, vol. 19, no 1, pp. 292–307.
Arshinskaya E. (2016) School Educational Loads and Their Perception by the Students of Educational Organizations of Various Types. Kazan Pedagogical Journal, no 4 (117), pp. 176–182 (In Russian).
Corbi A., Burgos D. (2021) From Classroom to Online Lessons: Adapted Methodology for Teachers. Radical Solutions for Education in a Crisis Context. COVID-19 as an Opportunity for Global Learning (eds D. Burgos, A. Tlili, A. Tabacco), Singapore: Springer, pp. 115–129. https://doi.org/10.1007/978-981-15-7869-4
Datzberger S., Parkes J., Bhatia A., Nagawa R., Kasidi J.R., Musenze B.J. et al. (2022) Intensified Inequities: Young People's Experiences of COVID‐19 and School Closures in Uganda. Children & Society, vol. 37, no 1. http://dx.doi.org/10.1111/chso.12627
Davydov V. (2004) The Problems of Developmental Learning. Moscow: Akademiya (In Russian).
Dobryakova M., Novikova E. (2020) Economic and Social Consequences of Coronavirus in Russia and in the World. HSE Analytical Bulletin no 7. Moscow: HSE (In Russian).
Dobryakova M., Sivak E., Yurchenko O. (2021) Educational Inequality during Distance Learning: A Phenomenological View. Monitoring of Education Markets and Organizations, no 11. Moscow: HSE (In Russian).
Dragunova T. (1976) Teenager. Moscow: Znanie (In Russian).
Dukhanina L., Mertsalova T., Belikov A., Gorbovskiy R., Zair-Bek S. (2019) Private Schools in Russia: Current Situation, Trends and Prospects of Development. Moscow: HSE (In Russian).
Elkonin D. (1989) Selected Psychological Works. Moscow: Pedagogika (In Russian).
Helm C., Huber S., Loisinger T. (2021) Meta-Review on Findings about Teaching and Learning in Distance Education during the Corona Pandemic-Evidence from Germany, Austria and Switzerland. Zeitschrift fur Erziehungswissenschaft, vol. 24, no 2, pp. 237–311. https://doi.org/10.1007/s11618-021-01000-z
Helm C., Huber S.G. (2023) School Quality and COVID-19-Related Compensatory Measures. Zeitschrift für Bildungsforschung, vol. 13, no 4, pp. 1-22. http://dx.doi.org/10.1007/s35834-023-00392-8
Helm C., Huber S. (2022) Predictors of Central Student Learning Outcomes in Times of COVID-19: Students’, Parents’, and Teachers’ Perspectives during School Closure in 2020—A Multiple Informant Relative Weight Analysis. Frontiers in Education, vol. 7, Article no 743770. http://dx.doi.org/10.3389/feduc.2022.743770
Hitchcock J., Nastasi B., Dai D., Newman J., Jayasena A., Bernstein-Moore R., Sarkar S., Varjas K. (2005) Illustrating a Mixed-Method Approach for Validating Culturally Specific Constructs. Journal of School Psychology, vol. 43, no 3, pp. 259—278. http://dx.doi.org/10.1016/j.jsp.2005.04.007
Isaeva N.V., Kasprzhak A.G., Kobtseva A.A., Tsatrian M.A. (2020) The School Barometer COVID-19: Teaching and Learning through the Eyes of Parents. Educational Policy, no 3(83), pp. 46–58. https://doi.org/10.22394/2078-838X-2020-3-46-58
Joye D., Wolf C., Smith T., Fu Y. (2016) Survey Methodology: Challenges and Principles. The SAGE Handbook of Survey Methodology (eds C. Wolf, D. Joye, T.W. Smith, Y.-C. Fu), Thousand Oaks, CA: Sage, pp. 3–15.
Karkashadze G., Namazova Baranova L., Zakharova I., Makarova S., Maslova O. (2017) Syndrome of High Academic Loads in School-Aged Children and Adolescents. Pediatricheskaya Farmakologiya / Pediatric Pharmacology, vol. 14, no 1, pp. 7–23. w http://dx.doi.org/10.15690/pf.v14i1.1697
Keegan D. (1986) The Foundations of Distance Education. London: Croom Helm.
Kohler B. (2011) Hausaufgaben. Überblick über didaktische Überlegungen und empirische Untersuchungen. Die Deutsche Schule, vol. 103, no 3, pp. 203–218.
Kosaretsky S. (ed.) (2019) Russian School: The Beginning of the XXI Century. Moscow: HSE (In Russian). http://dx.doi.org/10.17323/978-5-7598-1955-4
Kosaretsky S., Zair-Bek S., Kersha Y., Zvyagintsev R. (2022) General Education in Russia during COVID-19: Readiness, Policy Response, and Lessons Learned. Primary and Secondary Education during COVID-19. Disruptions to Educational Opportunity during a Pandemic (ed. F.M. Reimers). Cham: Springer, pp. 227–261. http://dx.doi.org/10.1007/978-3-030-81500-4_9
Kuchma V., Sedova A., Stepanova M., Rapoport I., Polenova M., Sokolova S. et al. (2020) Features of the Life and Well-Being of Children and Adolescents Studying Remotely during the Epidemic of a New Coronavirus Infection (COVID-19). Problems of School and University Medicine and Health, no 2, pp. 4–23.
Moore M.G. (ed.) (2013) Handbook of Distance Education. New York, NY: Routledge.
Picciano A.G. (2017) Theories and Frameworks for Online Education: Seeking an Integrated Model. Online Learning, vol. 21, no 3, pp. 166–190. http://dx.doi.org/10.24059/olj.v21i3.1225
Polivanova K. (1996) The Psychological Nature of Adolescence. Voprosy psychologii, no 1, pp. 47–55 (In Russian).
Saprykina D., Volokhovich A. (2020) Problems of Transition to Distance Learning in the Russian Federation through the Eyes of Teachers. Moscow: HSE (In Russian)
Tlili A., Burgos D., Olivier J., Huang R. (2022) Self-Directed Learning and Assessment in a Crisis Context: The COVID-19 Pandemic as a Case Study. Journal of e-Learning and Knowledge Society, vol. 18, no 2, pp. 1–10. http://dx.doi.org/10.20368/1971-8829/1135475
Trautwein U., Lüdtke O., Schnyder I., Niggli A. (2006) Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model. Journal of Educational Psychology, vol. 98, no 2, pp. 438–456. http://dx.doi.org/10.1037/0022-0663.98.2.438
Wedemeyer C. A. (1981) Learning at the Back Door: Reflections on Non-Traditional Learning in the Lifespan. Madison: University of Wisconsin.
Zair-Bek S., Mertsalova T., Anchikov K. (2020) Readiness of Russian Schools and Families for Teaching and Learning under Quarantine: Evaluation of Basic Indicators. Moscow: HSE (In Russian).
Zaitsev S.V. (2019) Problems of Developing Self-Reliance in Learning in Primary School Children. Psikhologicheskaya nauka i obrazovanie / Psychological Science and Education, vol. 24, no 2, pp. 50–58 (In Russian). https://doi.org/10.17759/pse.2019240205
.jpg){kind=small}
