In case-study courses that shifted to remote instruction, few instructors offered collaborative learning activities, and some dropped ones used before¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2021 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · 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? Few instructors in the case study courses provided collaborative activities during remote learning, even when such activities had been part of the course before COVID-19; some replaced peer activities with individual online quizzes or abandoned class discussions. → Means 2021

Evidence¶

Means 2021¶

Means, B., Peters, V., Neisler, J., Wiley, K., & Grifths, R. (2021). Lessons from remote learning during COVID-19. Digital Promise. https://doi.org/10.51388/20.500.12265/116

q1 · i? · qualitative · r2

Qualitative case studies of courses at 10 institutions that used adaptive courseware (the report describes 29 courses), based on interviews with 29 instructors and interviews or focus groups with 92 volunteer students from 22 of the courses; a convenience sample, not representative of all courses. "Few instructors had examples of including collaborative activities during remote learning"; examples include an iClicker pair activity replaced by individual quizzes and an economics professor abandoning class discussions because attendance could not be required.

"Few instructors had examples of including collaborative activities during remote learning, even when such activities were a part of the course before the coronavirus."

Discussion¶

Learner Variables¶

Collaboration — outcome: instruction changes it

Opportunities for peer collaboration largely disappeared when STEM courses went remote, with few instructors sustaining collaborative activities online — possibly the same claim (merge candidate)
Staying motivated was the most pervasive challenge of learning remotely, and students missed instructor feedback, peer collaboration, and hands-on experiences — related
Peer Discussion Improves Conceptual Understanding — related
Collaborative Learning Improves Outcomes — related
A remote individual working from photographs completed a full and physically correct ISLE cycle, but the inquiry was disembodied — related
Students in courses with guided note-taking and other active learning activities reported less difficulty with motivation and engagement after the shift online — related

Page metadata

Field	Value
`type`	`claim`
`id`	`remote-shift-reduced-collaborative-learning`
`title`	`In case-study courses that shifted to remote instruction, few instructors offered collaborative learning activities, and some dropped ones used before`
`description`	`In case-study courses that shifted to remote instruction, few instructors offered collaborative learning activities, and some dropped ones used before`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2021`
`source_checked`	`2026-10-19`
`generated`	by `process:wiki-ingest` on `2026-10-09`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `means-2021`

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