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The work synthesizes what is known and suspected from emerging K-12 remote learning evidence and translates it into actionable guidance. 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This inquiry was partly in response to the COVID-19 pandemic which prompted transitions across school districts nationwide. More importantly, Wake County Public School System (WCPSS) leadership recognized that blended learning would continue to bean important instructional delivery method that required an empirical understanding. Thus, to inform district decisions around future quality blended learning implementation, DRA has written five short reviews covering different aspects of this topic.  \nReport No. 1-July 2020  \nWhat Does the Evidence Say About Remote Learning in K-12?  \nReport No. 2-March 2022  \nVirtual Learning and Curriculum  \nReport No. 3-November 2022  \nVirtual Learning Across Peer Districts  \nReport No. 4-June 2023  \nWake County Public School System Virtual Learning Experiences During the Pandemic, 2020-22  \nReport No. 5-December 2023  \nWake County Public School System’s  \nImplementation of the North Carolina Virtual Public School, 2022-23  \n1  \n7  \n29  \n48  \n65  \nWake County Public School System | Data, Research, and Accountability Department i  \nWHAT DOES THE EVIDENCE SAY ABOUT REMOTE LEARNING IN K-12?  \nJuly 2020  \nDue to the coronavirus pandemic, school systems around the world have been required to reimagine teaching and learning and provide remote learning to students in response to the school buildings being closed. As we prepare for the opening of the 2020-21 school year we will in all likelihood be in a situation where at least some students will be engaged in remote learning for at least some portion of the year. This brief is intended to provide research to inform decisions on how best to offer remote or blended learning as it is likely to continue to be a part of how our students are educated.  \nResearch on K-12 remote learning is scarce and still emerging (EEF, 2020; Barbour, 2018 ), and much of what exists is from higher education settings rather than K-12 (Research Alliance for New York City Schools, 2020) . Another shortcoming for K-12 educators looking for answers to practical remote learning questions is that existing research has mainly focused on overall comparisons between remote and face-to-face instruction, not necessarily on which specific remote learning strategies might be more effective than others (Carnegie Mellon University, 2018 ) .  \nOn the plus side, however, there is some research evidence that is relevant and actionable for K-12. To help support a shift from traditional classroom-based instruction to a strictly remote or blended environment (combining face-to-face and remote learning), the elements below are drawn both from existing research evidence as well as best practice recommendations from a number of expert sources.  \n\n| What we know/suspect What we can do to leverage what we know |  |  |\n| --- | --- | --- |\n| In a remote or blended learning environment good teaching itself is more important than the delivery system. | ●\u003Cbr>● | The use of specific teacher moves, such as clear explanations that build on students’ prior learning, scaffolding and feedback, and offering opportunities for student reflection, is more important than how they are provided (i.e., through synchronous or asynchronous instruction; EEF, 2020) .\u003Cbr>Teachers need ongoing access to professional learning support with both remote pedagogical strategies and technology tools training (EEF, 2020) . |\n\n\n| Student equitable access to technology and reliable internet are prerequisites to implementing effective remote learning (EEF, 2020) . | ● Consider that students may have limited connectivity, so keep videos short. Consider brea","cbCaioeSnez4x2cR","https://ap.wps.com/l/cbCaioeSnez4x2cR","pdf",3014863,95,"English","# Preface and Table of Contents\n# Report 1 - July 2020: What Does the Evidence Say About Remote Learning in K-12?\n# Report 2 - March 2022: Virtual Learning and Curriculum\n# Report 3 - November 2022: Virtual Learning Across Peer Districts\n# Report 4 - June 2023: Wake County Public School System Virtual Learning Experiences During the Pandemic, 2020-22\n# Report 5 - December 2023: Wake County Public School System’s Implementation of the North Carolina Virtual Public School, 2022-23\n# Evidence-Based Guidance for K-12 Remote or Blended Learning","[{\"question\":\"Why did the DRA department investigate blended learning environments starting in July 2020?\",\"answer\":\"The inquiry was driven by the COVID-19 pandemic and the expectation that blended learning would remain an important instructional delivery method. District leaders needed an empirical understanding to inform future implementation decisions.\"},{\"question\":\"What does the brief emphasize as more important in remote or blended learning: delivery system or teaching practices?\",\"answer\":\"It emphasizes that good teaching matters more than the delivery system. Specific teacher moves—such as clear explanations, scaffolding and feedback, and opportunities for student reflection—are highlighted as most important.\"},{\"question\":\"What prerequisites are identified for implementing effective K-12 remote learning?\",\"answer\":\"Student equitable access to technology and reliable internet is presented as a prerequisite. The guidance also includes considering limited connectivity, informing families about required tools and support, and planning access options for students without necessary equipment.\"}]","Blended and Virtual Learning: A Research and Evaluation Series - Preface and Table of Contents | PDF",1792063873,239]