COVID-19 school closures highlighted the need to understand promising remote learning strategies when no classroom alternatives exist¶
Claim · All claims
Evidence · 1 study · reviewr?·q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? The authors state that COVID-19 closures highlighted the need for better understanding of promising remote learning strategies when there are no classroom alternatives. → Regional Educational Laboratory Mid-Atlantic 2020
Evidence¶
Regional Educational Laboratory Mid-Atlantic 2020¶
Regional Educational Laboratory Mid-Atlantic. (2020). Exploratory Research Review: Promising Practices and Approaches to Support Remote Learning. Regional Educational Laboratory Mid-Atlantic. https://www.mathematica.org/publications/exploratory-research-review-promising-practices-and-approaches-to-support-remote-learning
q1 · i? · review · r?
This is the authors' stated motivation, offered without supporting data on this page: "Recent school closures because of COVID-19 have highlighted the need for a better understanding of the most promising remote learning strategies when there are no classroom alternatives."
"Recent school closures because of COVID-19 have highlighted the need for a better understanding of the most promising remote learning strategies when there are no classroom alternatives."
Discussion¶
Related Claims¶
- During COVID-19 school disruptions, schools can take steps to ensure students continue to progress academically whether at home or at school — related
- Reliable Internet access was a larger barrier to remote and hybrid learning than device access, especially in urban areas — related
- Evidence on what works in remote learning is scant, prompting schools and teachers to try many approaches — related
- COVID-19 school closures will likely impact student academic achievement — related
- Remote interventions were being considered as a means to support equity and inclusion during COVID disruptions — a narrower finding that bears on this claim
- Remote proctoring supported assessment continuity and uninterrupted student progression during institutional closures — a narrower finding that bears on this claim
- New York charter schools kept students connected during closure through community events, multi-channel communication, and existing structures, with about two-thirds taking above-and-beyond steps for inactive students — related
- Planning start time was unrelated to how quickly schools began remote instruction; schools averaged 3 school days between building closure and the start of instruction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
covid-closures-highlight-remote-learning-strategy-need |
title |
COVID-19 school closures highlighted the need to understand promising remote learning strategies when no classroom alternatives exist |
description |
COVID-19 school closures highlighted the need to understand promising remote learning strategies when no classroom alternatives exist |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
recheck_by |
2025 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — regional-educational-laboratory-mid-atlantic-2020 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.