Online learning has untapped potential for students across the nation, and while the COVID-19 pandemic forced classrooms online in early 2020, that doesn’t mean learning became more innovative and personalized. To what extent have educators used the pandemic as an opportunity to realize online learning’s benefits?
A new brief from the Clayton Christensen Institute examines that very question, pulling from surveys and discussions with more than 1,000 teachers to paint a picture of programs, technologies, and instructional practices educators are leaning on as they work through the effects of COVID-19. The intent is to learn how educators use online learning, but also whether online learning leads to the benefits the Institute has documented in its blended learning research.
