Remote Learning, Rapid Evidence Assessment - EEF

Author(s)
Ellis-Thompson, A.  Higgins, S.  Kay, J.  Stevenson, J.  &  Zaman, M.  Additional support provided by Brown, P.  Eerola, P.  Fisher, P.  King, L.  Grassian, T.  Madgwick, H. Morgan, S.   Rhodes, I.   Roberts, S.  &  Stafford, J.
Publication language
English
Pages
29pp
Date published
20 Apr 2020
Publisher
Education Endowment Foundation
Type
Rapid Learning Review
Keywords
Children & youth, Remote Programming and Management, Epidemics & pandemics, Education, Standards, COVID-19
Link
https://educationendowmentfoundation.org.uk/evidence-summaries/evidence-reviews/distance-learning-rapid-evidence-assessment/

The EEF's rapid evidence assessment examines the existing research (from 60 systematic reviews and meta-analyses) for approaches that schools could use, or are already using, to support the learning of pupils while schools are closed due to Covid-19. 

When implementing strategies to support pupils’ remote learning, or supporting parents to do this, key things to consider include:

  • Teaching quality is more important than how lessons are delivered
  • Ensuring access to technology is key, especially for disadvantaged pupils
  • Peer interactions can provide motivation and improve learning outcomes
  • Supporting pupils to work independently can improve learning outcomes
  • Different approaches to remote learning suit different types of content and pupils
Authors: 
Ellis-Thompson, A.  Higgins, S.  Kay, J.  Stevenson, J.  &  Zaman, M.  Additional support provided by Brown, P.  Eerola, P.  Fisher, P.  King, L.  Grassian, T.  Madgwick, H. Morgan, S.   Rhodes, I.   Roberts, S.  &  Stafford, J.