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2 references
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- Vol 7 RE: Chapter 8, App D
emergency remote teachinghigher educationonline learningstudent engagementtechnology accessinstitutional responsestudent well-beingcomparative research designsJournal article Evidence summaryAt a glance
Bond and colleagues map 282 empirical studies of emergency remote teaching in higher education during the first global COVID-19 semester.
Key ideas
The literature was produced rapidly and was dominated by descriptive, cross-sectional work, student self-reports, undergraduate samples, and research from particular national and disciplinary contexts. Studies addressed experiences, engagement, access, technology, assessment, communication, well-being, and institutional responses, but robust longitudinal or comparative designs were limited. The review distinguishes emergency remote teaching—an improvised response to crisis—from intentionally designed online learning, preventing conclusions about online education from being drawn from emergency conditions.
Why it matters
For educators and leaders, the map highlights the importance of access, clear communication, interaction, workload, teacher support, and student well-being, while urging cautious interpretation of early findings and stronger research designs for understanding which adaptations should endure.
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- Vol 7 RE: Chapter 8
self-regulated learningonline higher educationtime managementmetacognitioneffort regulationcritical thinkingpeer learningacademic achievementJournal article Evidence summaryAt a glance
Broadbent and Poon systematically review studies linking self-regulated learning strategies with achievement in fully online higher education. Twelve studies met their criteria.
Key ideas
Time management, metacognition, effort regulation, and critical thinking showed the most consistent positive relationships with academic outcomes; rehearsal, elaboration, and organisation had weaker support. Peer learning showed a moderate positive association, but its confidence interval included zero. The authors caution that the small and varied evidence base limits firm causal conclusions and that relationships found in face-to-face settings may be weaker online. For educators and course designers, the review highlights the need to make planning, monitoring, persistence, and time use visible and teachable rather than assuming online learners will regulate themselves.
Why it matters
It also points toward designing prompts, schedules, progress cues, and support that help students sustain productive strategies.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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