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This living rapid systematic review synthesizes K-12 research on teaching and learning during the pandemic, drawing on studies published in English and indexed across five international databases. Ninety-one? No—89 studies are included and analyzed through a bioecological model of student engagement, revealing geographic concentration in Europe and Asia and strong emphasis on teachers, especially in high schools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/schools-and-emergency-remote-education-during-the-covid-19-pandemic-a-living-rapid-systematic-review/592901/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/schools-and-emergency-remote-education-during-the-covid-19-pandemic-a-living-rapid-systematic-review/592901.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does this living rapid systematic review focus on?","Question",{"text":112,"@type":113},"It synthesizes K-12 research about teaching and learning during the COVID-19 pandemic, with attention to student engagement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many studies are included in the synthesis?",{"text":117,"@type":113},"The review includes 89 studies for synthesis in the article.",{"name":119,"@type":110,"acceptedAnswer":120},"What research methods were most commonly used?",{"text":121,"@type":113},"Online surveys were the most used method in the included studies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592901,1792188924,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Schools and emergency remote education during the COVID-19 pandemic: A  \nliving rapid systematic review  \nMelissa Bond  \nAbstract: The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia , predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided.  \nKeywords: COVID-19, K-12, emergency remote education, educational technology, online learning  \nHighlights  \nWhat is already known about this topic:  \n• The COVID-19 pandemic impacted education provision around the world.  \n• The quality of teaching, feedback and peer interaction are crucial in distance and online learning.  \n• Collaborative technologies are particularly linked to engagement, and videos not created by teachers are more likely to lead to disengagement.  \nWhat this paper contributes:  \n• A synthesis of 89 studies in K-12, from 70 different countries, including information about what research has been conducted during the pandemic, where, when and by whom.  \n• Provides an overview of topics studied, including which factors within the microsystem have been the most influential/prevalent, as well as specific recommendations from the literature.  \nImplications for theory, practice and/or policy:  \n• Clear policy and direct guidance need to be provided to schools, as well as increased professional development and access to devices/adequate infrastructure.  \n• Teachers should design activities with interaction to decrease feelings of isolation and boost engagement, engage in professional networks, and keep open communication with families.  \n• Future research must include all study design information, and further exploration is needed of the experiences of vulnerable populations.  \nIntroduction  \nThe impact of the Coronavirus pandemic from early 2020 was felt around the world, with educational institutions having to abruptly make the switch to emergency remote education (ERE); some with days of warning, and some with only a matter of hours (Bozkurt & Sharma, 2020b; Hodges et al. , 2020) . Faced with an unprecedented situation for many, teachers and schools sought to ensure that their students could continue learning at home, with a range of solutions implemented, including issuing printed materials, providing access to educational apps and websites, and employing new learning management systems, or reviving old ones (Bozkurt et al. , 2020) . However, despite widespread hopes that the pandemic would soon come to an end, ceasing extended periods of lockdown and the need for emergency remote teaching, second waves and mutations of the virus now mean that interruptions to‘normal’ schooling could continue well into 2021 (e.g. , Coughlan, 2020b) , causing schools and teachers further stress ( Kim & Asbury, 2020) .  \nPractitioners","cbCaiiz1SVbfZJ6f","https://ap.wps.com/l/cbCaiiz1SVbfZJ6f","pdf",1406979,57,"English","# Abstract\n# Highlights\n## What is already known about this topic\n## What this paper contributes\n## Implications for theory, practice and/or policy\n# Introduction","[{\"question\":\"What does this living rapid systematic review focus on?\",\"answer\":\"It synthesizes K-12 research about teaching and learning during the COVID-19 pandemic, with attention to student engagement.\"},{\"question\":\"How many studies are included in the synthesis?\",\"answer\":\"The review includes 89 studies for synthesis in the article.\"},{\"question\":\"What research methods were most commonly used?\",\"answer\":\"Online surveys were the most used method in the included studies.\"}]","Schools and emergency remote education during the COVID-19 pandemic - A living rapid systematic review | PDF",1792076153,144]