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Abstract

How does live instruction relate to student engagement in distance learning? Does the relationship differ across grade levels? This study addresses these questions by examining data from a random sample of families from a large urban school district in southern California. We find a strong correlation between live instruction and student engagement in online learning among elementary school students, with every additional hour of live instruction per week increasing the probability of reporting that students have completed all their schoolwork by 26%. The correlation is also significant though smaller in magnitude for middle and high school students.

Keywords

at-risk students computers and learning COVID-19 descriptive analysis digital divide distance learning educational policy educational technology equity live instruction regression analyses survey research technology

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Live Instruction Predicts Engagement in K–12 Remote Learning

Abstract

Keywords

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References

Supplementary Material