Blended and Online Learning; what works and why in primary and secondary schools. Evidence from Northern Ireland

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Abstract

Data from a sample of teachers, parents and pupils in Northern Ireland about their experiences of blended and online learning during the pandemic has thrown light on effective practice and some of the reasons for this. After an initial period of uncertainty and confusion, most of the five schools studied found ways to provide regular online lessons which in many cases had high levels of interaction between teachers and pupils and in some cases between pupils. This was true also in schools which had high levels of pupil disadvantage measured through entitlement to free school meals. The reasons for the emergence of good practice were the prior investment in ICT facilities for every school, the support provided through educational authorities and local teacher networks, and the quality of leadership in schools.
Original languageEnglish
Pages (from-to)1-18
Number of pages18
JournalTechnology, Pedagogy and Education
Early online date29 Jan 2024
DOIs
Publication statusPublished online - 29 Jan 2024

Bibliographical note

Publisher Copyright:
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • Blended Learning
  • COVID- 19
  • Schools
  • COVID-19
  • Blended learning
  • schools

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