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The impact of COVID-19 lockdowns on racial disparities in online learning during the pandemic has received research attention. [81] A recent study from the Urban Institute covers some of these findings. Urban's study points to issues in access to a computer and internet.
Research regarding online teacher instruction has shown that it is only effective if students have consistent access to the internet, electronic devices, and teachers have received targeted training and support for online instruction. [13] Unfortunately, this has not been the reality during the COVID-19 pandemic.
Virtual education is most commonly used in high school and college. 30-year-old students or older tend to study online programs at higher rates. [4] This group represents 41% of the online education population, while 35.5% of students ages 24–29 and 24.5% of students ages 15–23 participate in virtual education.
Work from home! Make money in your pajamas! Over a year into the pandemic, much of America's white-collar workforce that has been doing this long enough for it to feel normal may or may not still ...
By 2008, online learning programs were available in the United States in 44 states at the K-12 level. [89] Internet forums, online discussion groups, and online learning community can contribute to a distance education experience. Research shows that socialization plays an important role in some forms of distance education. [90]
Global Workplace Analytics, a research-based consulting firm, estimates that at least 25%-30% of the U.S. workforce will be working from home multiple days a week by the end of 2021.
As online education has become the dominant form of distance education, new theories are emerging that combine elements of constructivism and technology. Siemens' Connectivism "is the integration of principles explored by chaos, network, and complexity and self-organization theories".(p. 5 [ 38 ] ) Connectivism places knowledge in "diversity of ...
A 2010 study reported that students were using social media more, and that this was positively impacting their communications. Studies by Maqableh, Quteshat, Masadeh, and Huda Karajeh in 2015 did not demonstrate negative impacts of social media on students. [5] It has led to a deeper understanding of class material. [19] [55]