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

Alogbleto, Atsu Evedzinawo

Permalink

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

Description

Title

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

Author(s)

Alogbleto, Atsu Evedzinawo

Issue Date

2025-11-11

Director of Research (if dissertation) or Advisor (if thesis)

Kalantzis, Mary

Doctoral Committee Chair(s)

Cope, William X

Committee Member(s)

• Zhu, Xinran
• You, Yu-ling

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

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

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.

Graduation Semester

2025-12

Type of Resource

Thesis

Handle URL

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

Copyright and License Information

Copyright 2025 Atsu Alogbleto

Owning Collections