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Weare grateful to Dr. Jeff Seaman, director, and Dr. Julia Seaman, research director, for their thought partnership and meticulous attention to detail. This report and the associated survey were made possible with support from the Jaquelin Hume Foundation, the Chan Zuckerberg Initiative, and Stride. We would also like to thank CoSN, IMS Global, Next Generation Learning Challenges, The Learning Accelerator, Transcend, and XQ Institute for helping encourage responses from our survey recipients. We are grateful to our friends and colleagues Chelsea Waite, Michael B. Horn, Lisa Hicks, Jeff Seaman, Julia Seaman, Jolee Barry, Beth Holland, Jacqulyn Gantzer, Andrea J. Cote, Anna Arsenault, John Watson, Devin Vodicka, and Anashay Wright for reviewing and providing feedback on drafts of this report. Lastly, this report would not have been possible without the support of the Christensen Institute’s external relations team, Meris Stansbury and Christina Ross.  \nC HR IST E NS E N INST IT UT E : CA R P E D I E M 3  \n“Hybrid learning (having both in-person and online learners at the same time) is impossible to do effectively.”  \n“It is nice to have all of my curriculum online now…Overall, I think a combination of in-person instruction and remote supplementation is the wave of the future.”  \n“Despite everything that has happened, we have continued with the business of education. It might not be ideal, but weare still working super hard to provide our students the best education that we can.”  \n—Comments from K–12 teachers, Spring 2021  \nINTRODUCTION  \nAsk educators their opinion of online learning in 2021, and you’re likely to get any number of answers. Some educators are opponents—especially if they interpret online learning to mean the emergency remote and hybrid teaching thrust upon them by COVID-19. Some are pragmatists, noting that as technology offers an everexpanding library of resources for learning, schools and educators should ensure equitable access to those opportunities. And some are enthusiasts, not because of some idealistic vision, but because they’ve witnessed how intentional, welldeveloped online learning can be an enabler of student-centered learning.  \nSince the Christensen Institute’s founding in 2008, we’ve tracked the adoption of online learning across a range of applications—from online instructional videos that teachers incorporate into their lessons, to math and reading apps used in classroom learning stations, to supplemental online courses (see Figure 1) . Through our research, we’ve seen clearly that online technology alone doesn’t inherently beget a quality education.1 When implemented poorly, online learning distracts students, crowds out high-quality, teacher-led instruction, and makes teaching more complicated.2  \nNonetheless, our research also gives us the equally strong conviction that online learning implemented well can enable powerful learning experiences that help","cbCaiqY2oZJTRM24","https://ap.wps.com/l/cbCaiqY2oZJTRM24","pdf",4907485,"English","# Acknowledgments\n# Introduction\n# Part 1: K–12 schooling during a global pandemic\n## Multiple arrangements\n## Hybrid teaching\n## Hybrid schedules\n## Flexible learning\n## Effective instruction\n## Social and emotional support\n# Part 2: The future of innovative programs and practices\n## Online learning\n## Blended learning\n## New schooling option\n# Part 3: Bending the arc of innovation toward student-centered learning\n## Strategy 1: Empower teachers to make their classrooms more student-centered\n## Strategy 2: Help schools make bold shifts to student-centered learning\n## Strategy 3: Invent new student-centered programs\n# Conclusion\n# Notes\n# About the Institute, About BayView Analytics, About the author","[{\"question\":\"What problem does CARPE DIEM address regarding online learning during COVID-19?\",\"answer\":\"It addresses how online learning adoption accelerated during the pandemic and emphasizes that quality results depend on intentional, well-developed implementation rather than technology alone.\"},{\"question\":\"Why is emergency remote learning different from effective online learning?\",\"answer\":\"The report notes that poorly implemented online learning can distract students and reduce high-quality, teacher-led instruction, while effective online learning supports deeper, student-centered experiences.\"},{\"question\":\"What strategies does the report propose to advance student-centered learning?\",\"answer\":\"It presents three strategies: empower teachers to make classrooms more student-centered, help schools make bold shifts toward student-centered learning, and invent new student-centered programs.\"}]","CARPE DIEM - Convert pandemic struggles into student-centered learning - August 2021 | PDF",1792044166,76]