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The evidence behind the series
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Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
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1 reference
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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.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
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Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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