Report launch: Teachers' views of what works in distance learning

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Join us for the launch of our fourth report in our Education in Times of Crisis series. In this webinar we will present key findings from our survey with nearly 400 teachers and focus groups with over 90 teachers that took place in spring 2021.

Evidence-informed practice requires the combination of research evidence with teacher expertise whilst taking the local context into account. During the ongoing COVID-19 outbreak and resulting (partial) school closures, the main source of evidence to plan distance learning for teachers and policy makers was past research that was collected during planned distance learning and mainly in higher education settings (Muller and Goldenberg, 2021; EEF, 2021). It is paramount that this past research evidence is combined with insights from teachers who have been implementing distance learning during partial school closures to gain a full picture of what works in emergency remote teaching, which was the aim of our latest report.

These are some of the key findings that will be presented and discussed at the event:

• Approaches vary by phase with less live teaching in primary schools
• Levels of ‘learning loss’ likely to be heterogenous but greater concerns in primary
• Devices are not enough – Digital literacy development is crucial
• Over half of teachers’ workload has increased but collaboration and pre-made resources can help
• Verbal feedback is key to support student learning and decrease workload
• Collaborative learning is effective but more difficult to implement with younger students
• ‘Teaching presence’ and guidance is particularly important for younger students
• Instructional videos were important for staff development
• Metacognitive strategies are effective but were underused in distance learning
• Instructional videos and online parent evenings are likely here to stay

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