Publication Date

6-4-2021

Subjects

Online education, International education, Teaching effectiveness, Organisational effectiveness

Comments

This document review was produced as part of the Australian Strategic Partnerships in Remote Education (ASPIRE) initiative. ASPIRE supports and contributes to DFAT’s Partnerships for Recovery: Australia’s COVID-19 Development Response and is managed by the Australian Council for Educational Research (ACER).

Abstract

Many countries have shifted to remote learning during the COVID-19 pandemic. However, much of the existing research focuses on fully online learning in high income contexts, with very few studies considering the mechanisms that support remote learning in low- and middle-income countries. A document review of the grey literature provides some insights into the ways that countries outside the OECD are ensuring continuity in the supply of education services. Online education, International education, Teaching effectiveness, Organisational effectivenessThe review reveals a diversity of mechanisms have been used to provide educational access. In some contexts, existing online content has been provided free, while others have offered interactive online classes, where teachers are required to prepare content. Traditional TV or radio broadcasting is also being utilised to ensure learning continues, especially for vulnerable children or those who do not have access to resources.

Place of Publication

Camberwell, Victoria

Publisher

Australian Council for Educational Research

ISBN

978-1-74286-634-5

Geographic Subject

Southeast Asia

Additional Files
Remote_education_infographic_continuous.png (384 kB)
Infographic: Remote education responses during COVID-19
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