Studies in which students used familiar online-learning software reported positive achievement effects during school closures¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Three studies that used online-learning software reported positive effects of school closures on achievement, possibly because students were already familiar with the software and did not have to adapt to a new learning environment. → Hammerstein Svenja 2021

Evidence¶

Hammerstein Svenja 2021¶

Hammerstein Svenja, König Christoph, Dreisörner Thomas, Frey Andreas. (2021). Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.746289

q2 · i? · review · r2

Review synthesis of the three positive-effect studies (Meeter, +0.20 SD mathematics; Spitzer and Musslick, −2.43% error rate; van der Velde, +0.25 SD French). No standardized effect size is printed for the pooled positive pattern, so impact is null.

"Three studies reported positive effects of COVID-19 related school closures on student achievement."

Hammerstein Svenja 2021 (2)¶

Hammerstein Svenja, König Christoph, Dreisörner Thomas, Frey Andreas. (2021). Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.746289

q2 · i? · review · r3

Authors' interpretation (type e) of the three positive-effect studies: students had used the software before closures, increased its use at home, were less distracted, and received individualized assignments. This is the review's proposed explanation, not a tested result.

"Thus, the positive effects may be explained by the students under investigation being familiar working with the corresponding online-learning software prior to school closures."

Discussion¶

Related Claims¶

• Low-performing students were more affected by closures in mathematics while high-performing students were more affected in reading, and low-performing students benefited more from systematic online learning — related
• Students in focus groups were positive about adaptive courseware but reported alignment, access, and reliability concerns — related
• Edtech coaches supported families with IT tasks, platform training, and home learning environment guidance during closures — related
• Few New York charter teachers reported technology challenges during the remote transition (66% of schools said under a quarter of teachers did), with attention and engagement the more common difficulties — related