Université de Poitiers, CNRS, CeRCA, Centre de Recherches sur la Cognition et l'Apprentissage, Poitiers, France.
Université Clermont Auvergne, CNRS, LAPSCO, Laboratoire de Psychologie Sociale et Cognitive, Clermont-Ferrand, France.
Nat Hum Behav. 2021 Oct;5(10):1273-1281. doi: 10.1038/s41562-021-01212-7. Epub 2021 Sep 27.
The COVID-19 pandemic has forced teachers and parents to quickly adapt to a new educational context: distance learning. Teachers developed online academic material while parents taught the exercises and lessons provided by teachers to their children at home. Considering that the use of digital tools in education has dramatically increased during this crisis, and it is set to continue, there is a pressing need to understand the impact of distance learning. Taking a multidisciplinary view, we argue that by making the learning process rely more than ever on families, rather than on teachers, and by getting students to work predominantly via digital resources, school closures exacerbate social class academic disparities. To address this burning issue, we propose an agenda for future research and outline recommendations to help parents, teachers and policymakers to limit the impact of the lockdown on social-class-based academic inequality.
远程学习。教师们制作在线学术材料，而家长则在家中教授教师提供的练习和课程。考虑到在这场危机中，教育领域对数字工具的使用急剧增加，而且这种情况还将继续下去，因此迫切需要了解远程学习的影响。我们从多学科的角度出发，认为通过使学习过程比以往任何时候都更加依赖家庭，而不是教师，并且让学生主要通过数字资源来学习，学校关闭会加剧社会阶层的学术差距。为了解决这个紧迫的问题，我们提出了一个未来研究议程，并概述了一些建议，以帮助家长、教师和政策制定者减轻封锁对基于社会阶层的学业不平等的影响。
