The COVID-19 pandemic pushed institutions globally to abruptly shift instruction digital¶

Claim · All claims
Evidence · 1 study · review r? · q1
Currency · newest study 2021 · checked against its sources 2026-10-29 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? The COVID-19 pandemic caused many institutions around the globe to abruptly shift their instruction digital, motivating more flexible and affordable learning. → Lee 2021

Evidence¶

Lee 2021¶

Lee, D., Lee, E. (2021). International perspectives on using OER for online learning. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09871-5

q1 · i? · review · r?

The article's contextual assertion, offered without data: the pandemic "pushed many institutions around the globe to abruptly shift their instructions digital." No study, statistic, or effect size is printed for this statement.

"The COVID-19 pandemic pushed many institutions around the globe to abruptly shift their instructions digital and make learning more flexible and affordable for those who face medical, financial, and daily life challenges."

Discussion¶

Related Claims¶

• Hispanic and low-income students reported more challenges and technology problems after the shift online than non-Hispanic White and higher-income peers; rural students did not differ — related
• Staying motivated was the most pervasive challenge of learning remotely, and students missed instructor feedback, peer collaboration, and hands-on experiences — related
• Four or more major challenges were more prevalent among women, Hispanic and minoritized students, and lower-income students — related
• Motivation, internet connectivity, and hardware/software problems were widespread challenges in remote STEM courses — related
• The Covid-19 pandemic's rapid shift of US K-12 schools to digital learning produced a wealth of digital learning analytics available for improving student learning outcomes — a narrower finding that bears on this claim
• Instructors widely relaxed deadlines and adjusted grading to accommodate pandemic circumstances, while balancing compassion with academic rigor — related
• The pandemic strengthened the link between socioeconomic status and mathematics scores, but only in countries with closures shorter than 22 weeks — related
• Higher education digital divides are acute at MSIs, HBCUs, and TCUs, which have stark capability deficits in hardware, software, and broadband — related
• The COVID-19 shift to online learning in higher education caused panic and discomfort because many instructors lacked skills, resources, and didactic aptitude — a narrower finding that bears on this claim
• Rapid shifts to digitally-based learning and instruction are often made without properly preparing instructors or developing support structures for them or for learners — related