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Upended Learning: Key Findings on the Impact of Remote Schooling

COGNIA and Education Dive |

Upended Learning: Key Findings on the Impact of Remote Schooling, presents findings with two goals: to provide evidence of reactions during early 2020, and to provide context for suggestions for a second year of online learning during the ongoing pandemic.

More than 74,000 students, teachers, and parents were surveyed between late April and late June.

Education Dive notes the following insights:

  • The sudden transition from in-person learning to remote instruction resulted in more work but with less academic rigor. Among students, the report found 80% saying they had more work in the distance learning setting.
  • However, 95% of teachers said the assignments were easier or consisted of review materials, and most of them (70%) spent more time preparing instructional activities and assignments for students than they did prior to the pandemic.
  • Still, 40% of parents said helping their children with schoolwork was more difficult than expected. Both parents and students, especially older ones, listed concerns about not being academically prepared for the following year, and a majority of teachers and students also faced feelings of loneliness and disconnectedness.

Cognia is a non-profit, non-governmental organization that accredits primary and secondary schools throughout the United States and internationally. Founded in 2006, Cognia represents more than 36,000 institutions with a total of 25 million students and 5 million educators in about 80 counties.