Implications of emergency online learning in K-12 schools: a meta-synthesis

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.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Alogbleto, Atsu Evedzinawo

Contributors dc:contributor

• Kalantzis, Mary
• Cope, William X
• Zhu, Xinran
• You, Yu-ling

• meta-synthesis, COVID-19, emergency online learning, ATLAS.ti

Statement dc:rights

• Copyright 2025 Atsu Alogbleto

Language dc:language

en

Handle dc:identifier

https://hdl.handle.net/2142/132480

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/132480