Education Endowment Foundation:Best evidence on supporting students to learn remotely

Best evidence on supporting students to learn remotely

Rapid evidence assessment examining the existing research to support the remote learning of pupils

The EEF’s rapid evidence assessment examines the existing research for approaches that schools could use to support the learning of pupils while schools are closed due to Covid-19

The EEF’s rapid evidence assessment examines the existing research (from 60 systematic reviews and meta-analyses) for approaches that schools could use, or are already using, to support the learning of pupils while schools are closed due to Covid-19

When implementing strategies to support pupils’ remote learning, or supporting parents to do this, key things to consider include:

  • Teaching quality is more important than how lessons are delivered
  • Ensuring access to technology is key, especially for disadvantaged pupils
  • Peer interactions can provide motivation and improve learning outcomes
  • Supporting pupils to work independently can improve learning outcomes
  • Different approaches to remote learning suit different types of content and pupils

This research was funded by The EdTech Hub – as part of the partnership between the EdTech Hub and the Education Endowment Foundation. It has been published as a global public good – to support the global response to the education impacts of COVID-19. The EdTech Hub is a Global Initiative led by the Department for International Development (DFID), The World Bank and The Gates Foundation.

Exemplifying findings from the EEF’s rapid evidence assessment on remote learning

This resource sets out short case-studies that exemplify the findings of the EEF’s rapid evidence assessment on remote learning. It is primarily for school leaders across all phases and school types and celebrates the broad range of innovative practices developed by schools in response to the COVID-19 pandemic.

The case-studies are intended to be used for illustrative purposes, but may also support school leaders and teachers to reflect on their remote or blended learning practices wherever face-to-face school provision is disrupted.