{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/132480"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/132480","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Implications of emergency online learning in K-12 schools: a meta-synthesis","abstract":"The COVID-19 pandemic caused an abrupt and widespread transition to emergency remote learning in K–12 schools globally, profoundly altering instructional delivery and learning experiences between 2020 and 2021. This qualitative meta-synthesis investigates the challenges of this transition by integrating findings from 20 empirical studies conducted between 2020 and 2023. The study focuses on the implications of emergency online learning for teachers’ instructional practices and student learning outcomes. A systematic search of peer-reviewed and grey literature was conducted in 3 major educational databases, and studies were selected based on methodological rigor and relevance to the research focus. Through established meta-synthesis techniques, key themes were identified, including shifts in pedagogical approaches, unequal access to technology, varying levels of institutional support, and disparities in student engagement. The synthesis yielded new theoretical insights and emergent conceptual models that enhance understanding of how K–12 educators and learners adapted to the crisis. These findings contribute to the broader discourse on educational resilience, offering evidence-based recommendations for educational policy, instructional design, and professional development. The study provides a foundation for improved preparedness and responsiveness in the face of future educational disruptions.","abstract_html":"The COVID-19 pandemic caused an abrupt and widespread transition to emergency remote learning in K–12 schools globally, profoundly altering instructional delivery and learning experiences between 2020 and 2021. This qualitative meta-synthesis investigates the challenges of this transition by integrating findings from 20 empirical studies conducted between 2020 and 2023. The study focuses on the implications of emergency online learning for teachers’ instructional practices and student learning outcomes. A systematic search of peer-reviewed and grey literature was conducted in 3 major educational databases, and studies were selected based on methodological rigor and relevance to the research focus. Through established meta-synthesis techniques, key themes were identified, including shifts in pedagogical approaches, unequal access to technology, varying levels of institutional support, and disparities in student engagement. The synthesis yielded new theoretical insights and emergent conceptual models that enhance understanding of how K–12 educators and learners adapted to the crisis. These findings contribute to the broader discourse on educational resilience, offering evidence-based recommendations for educational policy, instructional design, and professional development. The study provides a foundation for improved preparedness and responsiveness in the face of future educational disruptions.","abstract_has_math":false,"creators":["Alogbleto, Atsu Evedzinawo"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Kalantzis, Mary","Cope, William X","Zhu, Xinran","You, Yu-ling"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12","date_published":"2025-12","updated_at":"2026-07-22T22:25:07Z","subjects":["meta-synthesis, COVID-19, emergency online learning, ATLAS.ti"],"languages":["en"],"rights":["Copyright 2025 Atsu Alogbleto"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/132480","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kalantzis, Mary","Cope, William X","Zhu, Xinran","You, Yu-ling"]},{"key":"dc:creator","label":"Author","values":["Alogbleto, Atsu Evedzinawo"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-12","2025-11-11"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["meta-synthesis, COVID-19, emergency online learning, ATLAS.ti"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Atsu Alogbleto"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/132480"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The COVID-19 pandemic caused an abrupt and widespread transition to emergency remote learning in K–12 schools globally, profoundly altering instructional delivery and learning experiences between 2020 and 2021. This qualitative meta-synthesis investigates the challenges of this transition by integrating findings from 20 empirical studies conducted between 2020 and 2023. The study focuses on the implications of emergency online learning for teachers’ instructional practices and student learning outcomes. A systematic search of peer-reviewed and grey literature was conducted in 3 major educational databases, and studies were selected based on methodological rigor and relevance to the research focus. Through established meta-synthesis techniques, key themes were identified, including shifts in pedagogical approaches, unequal access to technology, varying levels of institutional support, and disparities in student engagement. The synthesis yielded new theoretical insights and emergent conceptual models that enhance understanding of how K–12 educators and learners adapted to the crisis. These findings contribute to the broader discourse on educational resilience, offering evidence-based recommendations for educational policy, instructional design, and professional development. The study provides a foundation for improved preparedness and responsiveness in the face of future educational disruptions.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2026-02-19 without embargo terms","The student, Atsu Alogbleto, accepted the attached license on 2025-11-08 at 13:25.","The student, Atsu Alogbleto, submitted this Dissertation for approval on 2025-11-08 at 13:46.","This Dissertation was approved for publication on 2025-11-11 at 10:30.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22852 on 2026-02-19 at 18:24:30"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Implications of emergency online learning in K-12 schools: a meta-synthesis"]}]}],"canonical_facts":{"dc:contributor":["Kalantzis, Mary","Cope, William X","Zhu, Xinran","You, Yu-ling"],"dc:creator":["Alogbleto, Atsu Evedzinawo"],"dc:date":["2025-12","2025-11-11"],"dc:description":["The COVID-19 pandemic caused an abrupt and widespread transition to emergency remote learning in K–12 schools globally, profoundly altering instructional delivery and learning experiences between 2020 and 2021. This qualitative meta-synthesis investigates the challenges of this transition by integrating findings from 20 empirical studies conducted between 2020 and 2023. The study focuses on the implications of emergency online learning for teachers’ instructional practices and student learning outcomes. A systematic search of peer-reviewed and grey literature was conducted in 3 major educational databases, and studies were selected based on methodological rigor and relevance to the research focus. Through established meta-synthesis techniques, key themes were identified, including shifts in pedagogical approaches, unequal access to technology, varying levels of institutional support, and disparities in student engagement. The synthesis yielded new theoretical insights and emergent conceptual models that enhance understanding of how K–12 educators and learners adapted to the crisis. These findings contribute to the broader discourse on educational resilience, offering evidence-based recommendations for educational policy, instructional design, and professional development. The study provides a foundation for improved preparedness and responsiveness in the face of future educational disruptions.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2026-02-19 without embargo terms","The student, Atsu Alogbleto, accepted the attached license on 2025-11-08 at 13:25.","The student, Atsu Alogbleto, submitted this Dissertation for approval on 2025-11-08 at 13:46.","This Dissertation was approved for publication on 2025-11-11 at 10:30.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22852 on 2026-02-19 at 18:24:30"],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/132480"],"dc:language":["en"],"dc:rights":["Copyright 2025 Atsu Alogbleto"],"dc:subject":["meta-synthesis, COVID-19, emergency online learning, ATLAS.ti"],"dc:title":["Implications of emergency online learning in K-12 schools: a meta-synthesis"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:07Z"}