Virtual School Meanderings

April 26, 2022

AERA 2022 – Preferences, Engagement, and Achievement During Crisis Schooling in the COVID-19 Era (Poster 15)

The final of the K-12 Online Learning sessions from the 2022 annual meeting of the American Educational Research Association that I am blogging is:

Preferences, Engagement, and Achievement During Crisis Schooling in the COVID-19 Era (Poster 15)

  • In Event: AERA Virtual Poster Session 9
    In Poster Session: Integrating Technology in Education

Tue, April 26, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), SIG Virtual Rooms, SIG-Studying and Self-Regulated Learning Virtual Poster Session Room

Abstract

The COVID-19 pandemic resulted in a near universal shift to virtual crisis-schooling that both laid bare and magnified existing structural inequities. We leveraged administrative, survey, and virtual learning data to examine patterns in familial preferences for virtual learning. We subsequently examined patterns in student attendance, hours logged virtually, and test scores by the proportion of days students attended school virtually using covariate-rich OLS and instrumental variable approaches to elucidate patterns. Some positive associations appeared primarily driven by higher rates of attendance among students attending more days virtually with students identified as Black and qualifying for FRPL experiencing the largest positive associations. Insights from this study can be used to better target and refine virtual learning in a post-COVID-19 society.

Authors

  • Jennifer Suzanne Darling-Aduana, Georgia State University
  • Henry Woodward
  • Sarah Sterling Barry, Georgia State University
  • Tim Sass, Georgia State University

Which was part of this larger session:

Integrating Technology in Education

  • In Event: AERA Virtual Poster Session 9

Tue, April 26, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), SIG Virtual Rooms, SIG-Studying and Self-Regulated Learning Virtual Poster Session RoomSession Type: Poster Session

Sub Unit

  • Division C – Learning and Instruction / Division C – Section 3b: Technology-Based Environments

Papers

  • 14. Detection of Student Confusion in MOOCs: Feature Extraction Methods for EEG Signal Processing (Poster 14) – Dany Aina, University of Utah; Eric G. Poitras, Dalhousie University; Monika Lohani, University of Utah
  • 15. Preferences, Engagement, and Achievement During Crisis Schooling in the COVID-19 Era (Poster 15) – Jennifer Suzanne Darling-Aduana, Georgia State University; Henry WoodwardSarah Sterling Barry, Georgia State University; Tim Sass, Georgia State University
  • 16. Probabilistic Skill Acquisition Model for Adaptive Task Sequencing in MITutor (Poster 16) – Kent EllsworthEric G. Poitras, Dalhousie University; Zac Imel, The University of Utah; Robert Zheng, University of Utah; Derek CapertonGrin LordJake Van Epps, The University of Utah; Michael Tanana, The University of Utah; David Atkins, University of Washington

As folks who have been following along know, I’m back home now.  However, the presenters did upload a copy to the iPresentation system, so I have taken screens shots of it below.

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