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The study identifies both benefits and challenges, noting potential quality trade-offs alongside opportunities to enhance instructional content and teacher development, and to support individualized learning. 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School buildings were closed to prevent mass infections, which pushed education toward online and distance formats.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What factors enabled South Korean schools to adopt distance learning?",{"text":68,"@type":64},"Well-established IT infrastructure and the national curriculum supported the adoption of distance learning. The Ministry of Education prepared full-scale online schooling by expanding online learning platform capacity with wireless service providers.",{"name":70,"@type":61,"acceptedAnswer":71},"What challenges accompanied distance learning during the school closure period?",{"text":72,"@type":64},"Educational inequality linked to family influences and financial instabilities in early care and education disrupted students’ learning. The paper also notes that distance learning could potentially downgrade overall educational quality.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},594999,1792170964,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Educational Responses to the COVID-19 Outbreak in South Korea  \nSooyeon Byun, Robert E. Slavin  \nJohns Hopkins University, Baltimore, MD 21286, USA  \n\n| Abstract. This paper investigates South Korean educational responses to school closures amid the COVID-19 pandemic, viewed with a risk and resilience framework. The COVID-19 crisis emerged and worsened right before the beginning of the new school year (March 2) in South Korea, and immediately led to students’ limited access to educational facilities. Well-established IT infrastructure and national curriculum facilitated the adoption of distance learning in South Korean schools. However, educational inequality due to family influences, and financial instabilities in early care and education settings disrupted students’ optimal learning during the changes. The situation brought both benefits and challenges to South Korean education system. The adoption of distance learning potentially downgraded overall educational quality, but it also provided opportunities to improve educational content and professional development for teachers, and to promote individualized learning for students. Despite some challenges, distance learning was an effective alternative for South Korean schools during the COVID-19 crisis. More practical and research efforts are needed in order to reduce educational inequality and maximize the effectiveness of distance learning.\u003Cbr>Best Evid Chin Edu 2020; 5(2):665-680.\u003Cbr>Doi: 10.15354/bece.20.or030. |\n| --- |\n| How to Cite: Byun, S., Slavin, R.E. (2020) Educational responses to the COVID-19\u003Cbr>outbreak in South Korea. Best Evid Chin Edu, 5(2):665-680. |\n\nKeywords: COVID-19; Distance Learning; School Closure; Educational Responses; Online Schooling; Resilience.  \nAbout the Author: Robert E. Slavin, Professor, School of Education, Johns Hopkins University, 300 East Joppa  \nRoad 5th fl., Baltimore, MD 21286, [USA. Email: rslavin@SuccessForAll.org](USA. Email: rslavin@SuccessForAll.org).  \nCorrespondence to: Sooyeon Byun, School of Education, Johns Hopkins University, 300 East Joppa Road 5th fl., Baltimore, MD 21286, USA. Email: [sbyun10@jhu.edu](sbyun10@jhu.edu).  \nConflict of Interests: None.  \nHE COVID-19 crisis emerged during the winter break in South Korea. It was  \nTjuThste efofficealthfiersegCinOnViIngD-of t19 ceseew scn SouolKyoreeaar,wwaiichdestitypfiedicolyJaMarcnuaryh220..  \nThe situation rapidly worsened after February 18, which was the beginning of the community-level mass infection, involving approximately 10,000 additional cases over the following month.  \nIn the initial stage, most schools did not experience any serious learning disruption. Only a few schools that had scheduled graduation ceremonies in late February had to modify their plans. All early care and education (ECE) centers were operating fulltime. As the beginning of the new school year approached, however, South Korean educational authorities had to make a series of difficult decisions to deal with the increasing health crisis. The winter break became longer for primary and secondary schoolers. Young children were suddenly taken out of ECE centers where they used to spend most of the day. The COVID-19 pandemic brought an unprecedented educational challenge to schools and ECE centers in South Korea.  \nThis paper investigates South Korean educational responses to school closure amid the COVID-19 pandemic, viewed within a resilience framework. In the face of adversity, organizations should demonstrate resilience for survival, not only to rebound from the negative influences of the adversity, but also to use the situation as an opportunity for advancement and transformation (Lengnick-Hall et al., 2011) . This study reviews the detailed process of educational responses to school closure in South Korea, assessing risk and protective factors associated with the educational challenge. Then we analyze positive and negative consequences of the educational responses, and provide practical and rese","cbCaintsieUyOEEI","https://ap.wps.com/l/cbCaintsieUyOEEI","pdf",288838,16,"English","# Abstract\n## Background and crisis timeline\n## Distance learning adoption and supports\n## Inequality risks and learning impacts\n## Implications and future needs","[{\"question\":\"How did COVID-19 school closures affect students’ access to education in South Korea?\",\"answer\":\"The crisis emerged and worsened right before the new school year, leading to limited access to educational facilities. School buildings were closed to prevent mass infections, which pushed education toward online and distance formats.\"},{\"question\":\"What factors enabled South Korean schools to adopt distance learning?\",\"answer\":\"Well-established IT infrastructure and the national curriculum supported the adoption of distance learning. The Ministry of Education prepared full-scale online schooling by expanding online learning platform capacity with wireless service providers.\"},{\"question\":\"What challenges accompanied distance learning during the school closure period?\",\"answer\":\"Educational inequality linked to family influences and financial instabilities in early care and education disrupted students’ learning. The paper also notes that distance learning could potentially downgrade overall educational quality.\"}]","Educational Responses to the COVID-19 Outbreak in South Korea | PDF",1792080247]