International Health Policy Program, Ministry of Public Health, Nonthaburi, Thailand.
Master of Public Health Program, Sirindhorn College of Public Health, Chonburi, Thailand.
PLoS One. 2023 Oct 13;18(10):e0286674. doi: 10.1371/journal.pone.0286674. eCollection 2023.
The COVID-19 pandemic containment measures such as school closures remarkably disrupt the educational system, from in-person learning to remote or distance education with different interventions. This study aimed to identify the characteristics of interventions in remote or distance education during the COVID-19 pandemic and evaluate the outcomes of each intervention. A systematic review was conducted between October 2021 and May 2022 using four databases. Finally, 22 studies met the eligibility criteria and were included for data analysis. Most of the interventions were synchronous student-centered approaches followed by asynchronous student-centered approaches and mixed-learning through online channels such as desktop- and web-based modality. Remote or distance education is effective in academic development in any learning approach while having mixed effects in student attitudes and perceptions. Academic-related behaviors were most engaged by students in synchronous student-centered approaches. Finally, difficulties or burdens, and mental health or social interaction were similar for all learning approaches in technological problems and support systems from families and teachers. Synchronous student-centered approaches should be the main method of education, but other approaches can be used to complement based on the students' needs. Finally, educational infrastructure and support from teachers and parents are also necessary in remote or distance education. Further studies are needed to focus on primary school students, especially in low-income regions, and apply a randomized study design.
新冠疫情防控措施，如学校停课，极大地打乱了教育系统，从面对面学习转变为远程或在线教育，采取了不同的干预措施。本研究旨在确定新冠疫情期间远程或在线教育干预措施的特点，并评估每种干预措施的效果。2021 年 10 月至 2022 年 5 月期间，我们使用四个数据库进行了系统评价。最终，有 22 项研究符合纳入标准，并纳入数据分析。大多数干预措施是同步以学生为中心的方法，其次是异步以学生为中心的方法，以及通过在线渠道（如基于桌面和基于网络的模式）进行混合学习。远程或在线教育在任何学习方法中都对学术发展有效，而对学生的态度和看法则有混合影响。在同步以学生为中心的方法中，学生最积极参与与学术相关的行为。最后，在技术问题和来自家庭和教师的支持系统方面，所有学习方法的困难或负担以及心理健康或社会互动都相似。同步以学生为中心的方法应该是教育的主要方法，但也可以根据学生的需求使用其他方法进行补充。最后，在远程或在线教育中，教育基础设施和教师及家长的支持也是必要的。还需要进一步的研究来关注小学生，特别是在低收入地区，并采用随机研究设计。
