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¶
Claim · All claims
Evidence · 1 study · theoreticalr2·q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
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? During the 2020 pandemic, US K-12 schools moved to digital learning quickly and in large numbers, resulting in a wealth of digital learning analytics available for improving student learning outcomes. → Beerwinkle 2021
Evidence¶
Beerwinkle 2021¶
Beerwinkle, A. L. (2021). The use of learning analytics and the potential risk of harm for K-12 students participating in digital learning environments. Education Tech Research Dev, 69, 327–330. https://doi.org/10.1007/s11423-020-09854-6
q1 · i? · theoretical · r2
Descriptive statement in the author's framing of the 2020 pandemic shift; no data or study is reported, so no effect size is available.
"This move has resulted in a wealth of digital learning analytics available to be used in improving student learning outcomes."
Discussion¶
Related Claims¶
- The COVID-19 pandemic pushed institutions globally to abruptly shift instruction digital — a broader claim this one bears on
- Schools that had previously invested in technology and professional development for digital learning responded more quickly to the shift to online teaching during COVID-19 closures — related
- 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
- Aspirational capital and kinship sustained the Tough As Nails CT initiative through the COVID-19 pandemic — related
- Undergraduate course satisfaction dropped sharply after courses moved fully online during COVID-19, with very satisfied students falling from 51 percent to 19 percent — related
- Post-shift satisfaction was lower for STEM courses than for non-STEM courses, a gap that predated the shift — related
- STEM students' course satisfaction dropped sharply after courses moved fully online in spring 2020 — related
- Changes in school composition over time during the COVID-19 pandemic may contaminate school-aggregate test scores and produce faulty comparisons with historical and proximal aggregate scores — related
- On average, students across most grades made reading and math gains during the 2020-21 pandemic-affected school year — related
- K-12 students are at risk of harm when local education agencies use digital learning analytics without carefully reflecting on the risks of resulting decisions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
covid-shift-digital-produced-wealth-learning-analytics |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
weak |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — beerwinkle-2021 |
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