Live Instruction Predicts Engagement in K–12 Remote Learning

Bibliographic Data

ID9731561
AuthorsStephen J Aguilar (0000-0003-2606-067X, University of Southern California, Los Angeles, CA, corresponding author), Hernan Galperin (0000-0001-7244-0660, University of Southern California, Los Angeles, CA), Clare Baek (0000-0002-8517-8355, University of Southern California, Los Angeles, CA), Eduardo González (0000-0003-0732-6567, University of Southern California, Los Angeles, CA)
Year2022
Volume51
Issue1
Pages81-84
Publication date2022-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x211056884
OpenAlexW3211128004
LanguageEN
Citations received7
References cited4

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

Correlation · Mathematics education · Physics · Sample (material · Student engagement · Mathematics · Online and Blended Learning · Online Learning and Analytics · Psychology · School Choice and Performance

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