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Characteristics of distance education interventions and related outcomes in primary school children during COVID-19 pandemic: A systematic review

The COVID-19 pandemic containment measures such as school closures remarkably disrupt the educational system, from in-person learning to remote or distance education with different interventions. This study aimed to identify the characteristics of interventions in remote or distance education during...

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Autores principales: Kosiyaporn, Hathairat, Phaiyarom, Mathudara, Uansri, Sonvanee, Kunpeuk, Watinee, Julchoo, Sataporn, Sinam, Pigunkaew, Pudpong, Nareerut, Suphanchaimat, Rapeepong
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10575523/
https://www.ncbi.nlm.nih.gov/pubmed/37831672
http://dx.doi.org/10.1371/journal.pone.0286674
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author Kosiyaporn, Hathairat
Phaiyarom, Mathudara
Uansri, Sonvanee
Kunpeuk, Watinee
Julchoo, Sataporn
Sinam, Pigunkaew
Pudpong, Nareerut
Suphanchaimat, Rapeepong
author_facet Kosiyaporn, Hathairat
Phaiyarom, Mathudara
Uansri, Sonvanee
Kunpeuk, Watinee
Julchoo, Sataporn
Sinam, Pigunkaew
Pudpong, Nareerut
Suphanchaimat, Rapeepong
author_sort Kosiyaporn, Hathairat
collection PubMed
description The COVID-19 pandemic containment measures such as school closures remarkably disrupt the educational system, from in-person learning to remote or distance education with different interventions. This study aimed to identify the characteristics of interventions in remote or distance education during the COVID-19 pandemic and evaluate the outcomes of each intervention. A systematic review was conducted between October 2021 and May 2022 using four databases. Finally, 22 studies met the eligibility criteria and were included for data analysis. Most of the interventions were synchronous student-centered approaches followed by asynchronous student-centered approaches and mixed-learning through online channels such as desktop- and web-based modality. Remote or distance education is effective in academic development in any learning approach while having mixed effects in student attitudes and perceptions. Academic-related behaviors were most engaged by students in synchronous student-centered approaches. Finally, difficulties or burdens, and mental health or social interaction were similar for all learning approaches in technological problems and support systems from families and teachers. Synchronous student-centered approaches should be the main method of education, but other approaches can be used to complement based on the students’ needs. Finally, educational infrastructure and support from teachers and parents are also necessary in remote or distance education. Further studies are needed to focus on primary school students, especially in low-income regions, and apply a randomized study design.
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spelling pubmed-105755232023-10-14 Characteristics of distance education interventions and related outcomes in primary school children during COVID-19 pandemic: A systematic review Kosiyaporn, Hathairat Phaiyarom, Mathudara Uansri, Sonvanee Kunpeuk, Watinee Julchoo, Sataporn Sinam, Pigunkaew Pudpong, Nareerut Suphanchaimat, Rapeepong PLoS One Research Article The COVID-19 pandemic containment measures such as school closures remarkably disrupt the educational system, from in-person learning to remote or distance education with different interventions. This study aimed to identify the characteristics of interventions in remote or distance education during the COVID-19 pandemic and evaluate the outcomes of each intervention. A systematic review was conducted between October 2021 and May 2022 using four databases. Finally, 22 studies met the eligibility criteria and were included for data analysis. Most of the interventions were synchronous student-centered approaches followed by asynchronous student-centered approaches and mixed-learning through online channels such as desktop- and web-based modality. Remote or distance education is effective in academic development in any learning approach while having mixed effects in student attitudes and perceptions. Academic-related behaviors were most engaged by students in synchronous student-centered approaches. Finally, difficulties or burdens, and mental health or social interaction were similar for all learning approaches in technological problems and support systems from families and teachers. Synchronous student-centered approaches should be the main method of education, but other approaches can be used to complement based on the students’ needs. Finally, educational infrastructure and support from teachers and parents are also necessary in remote or distance education. Further studies are needed to focus on primary school students, especially in low-income regions, and apply a randomized study design. Public Library of Science 2023-10-13 /pmc/articles/PMC10575523/ /pubmed/37831672 http://dx.doi.org/10.1371/journal.pone.0286674 Text en © 2023 Kosiyaporn et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Kosiyaporn, Hathairat
Phaiyarom, Mathudara
Uansri, Sonvanee
Kunpeuk, Watinee
Julchoo, Sataporn
Sinam, Pigunkaew
Pudpong, Nareerut
Suphanchaimat, Rapeepong
Characteristics of distance education interventions and related outcomes in primary school children during COVID-19 pandemic: A systematic review
title Characteristics of distance education interventions and related outcomes in primary school children during COVID-19 pandemic: A systematic review
title_full Characteristics of distance education interventions and related outcomes in primary school children during COVID-19 pandemic: A systematic review
title_fullStr Characteristics of distance education interventions and related outcomes in primary school children during COVID-19 pandemic: A systematic review
title_full_unstemmed Characteristics of distance education interventions and related outcomes in primary school children during COVID-19 pandemic: A systematic review
title_short Characteristics of distance education interventions and related outcomes in primary school children during COVID-19 pandemic: A systematic review
title_sort characteristics of distance education interventions and related outcomes in primary school children during covid-19 pandemic: a systematic review
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10575523/
https://www.ncbi.nlm.nih.gov/pubmed/37831672
http://dx.doi.org/10.1371/journal.pone.0286674
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