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EDUCATION: THE JOURNEY TOWARDS A DIGITAL REVOLUTION Drawing on insights and research from around the world
Education: the journey towards a digital revolution Education: the journey towards a digital revolution
REPORT
The report in numbers
1.7 190 45% CONTENTS
billion countries were
forced to close
of learners have
been accessing digital Foreword 02
students were affected their educational learning on a mobile
worldwide
institutions phone
Education: the journey towards a
digital revolution
Section 1 06
Unexpected change
86% 98% 52% Section 2 14
of teachers in the UK expect digital learning of higher education A year of disruption: the impacts of the
specified that their workload to continue to be students said their learning
had increased since the embedded in education was impacted by slow or
sudden shift to digital learning
implementation of remote in the future unreliable internet
education connection Section 3 26
Spotlighting markets
Section 4 28
What conclusions have been drawn so far?
75% 78% 94% Recommendations 36
of learners have used believe socio-economic of teachers said they had
educational TV for barriers have had a negative found it challenging to Methodology 38
home-learning, while impact on the effectiveness support pupils’ vocabulary
57% have used radio of digital learning development while
teaching remotely
Cover photo: Allen.G/Shutterstock.com 01
Education: the journey towards a digital revolution Education: the journey towards a digital revolution
FOREWORD Education is one of the sectors that
has been most dramatically affected
by the pandemic. Millions of young
As an organization, we were
already on the path towards digital
transformation, and this had to
It’s clear from our research that
confidence in digital learning
has grown and the potential of
NIGEL PORTWOOD
people all over the world, along with accelerate as demand increased for technology has been realized. As
their teachers and parents, had digital products and services. our digital infrastructure continues
to suddenly adapt to new ways of to develop around the world,
learning and accessing educational Now, more than a year into the it is highly likely that a blended
resources. This shift—which in pandemic, it is a good time to approach, bringing together
some cases, happened overnight— reflect on what we’ve learned and traditional teaching and learning
to start to think about what the
It is hard to believe that more than really brought to the fore the
significant value that educational future could hold for education.
That’s why we have compiled
methods with digital resources, will
be embedded within education in
institutions play in wider society, the future.
a year has now passed since the and to our ways of living. Parents
and carers—especially those who
this report. Drawing on insights
from 47 of our internal experts However, this is only the start
Covid-19 pandemic spread across work—perhaps felt the closure of across 7 countries—the UK, India, of a journey; while we can—and
institutions more acutely than most, Pakistan, Spain, Turkey, Brazil, and should—embrace digital, in-person
as many were suddenly responsible South Africa—as well as from the teaching is of course, still hugely
the world, impacting almost every for managing their children’s
learning alongside juggling work and
teachers we work with, and existing
secondary research, we’ve explored
valuable. Equally there are still
several knock-on effects caused
aspect of our daily lives. Everyone, home pressures. the short and long-term impact of
the shift to digital learning. We’ve
by the pandemic that need to
be addressed, such as concerns
At Oxford University Press (OUP), considered where it has and hasn’t around pupil motivation, and the
whatever their situation or personal our global presence meant that
we saw first-hand the impact and
worked; its effects on learners and
teachers both at home and in the
wellbeing of teachers, learners,
and parents alike.
circumstances, will have been disruption of school and university
closures; we experienced the
classroom; and the repercussions
that will continue to shape and
concerns and frustrations of define education in the future.
affected. We have all had to adapt teachers and professors; and
we looked for opportunities to
to try and make sense of the world provide support, whether that was
through access to free resources,
professional development, or
around us, while facing extreme
7
by sharing guidance on home
learning. We also experienced
uncertainty. the sudden shift towards digital.
countries—the UK,
India, Pakistan, Spain,
Turkey, Brazil, and
South Africa
47
of our internal
experts
Nigel Portwood
CEO, OUP
02 03
Education: the journey towards a digital revolution Photo by Leon H on Unsplash
Education: the journey towards a digital revolution
As we start to look ahead to the future and the ‘new normal’, we make
several recommendations for those working in education, and those
responsible for education policy, to take on board.
01 05
Governments should actively collaborate and We must not assume a ‘one size fits all’
learn from teachers and students and use their approach when it comes to digital
recent experiences to inform future policy and learning and must consider individual
curriculum development. circumstances.
02 06
Governments need to work with institutions Teachers must be brought along the digital
to address the digital learning divide, not just journey and supported via professional
now, but for the future too. development.
03 07
Wellbeing must be considered as part of As institutions start to return to the classroom,
education policy—including support for they will need to develop strategies to support
teachers and parents. re-integration and learner motivation.
04 08
Curricula should evolve to provide learners Quality content and learning outcomes must
with the skills they need to be both digitally be put back at the heart of learning, rather
fluent, and adaptable to whatever the than focusing on learning platforms and
future holds. methods of delivery.
‘The whole country adapted
We have a unique and exciting opportunity as an education community
to shape how and what people learn so that it works for modern society to a nearly four-month national
and, more importantly, so that it helps young people everywhere to
thrive and succeed. Our world has changed so much in the past year,
and this change is only going to continue. Let’s embrace it, and learn
lockdown where most if not all
from and support one another, so that together we can reimagine
education for the future. education was carried out online.’
Representative from OUP Spain
04 05
Education: the journey towards a digital revolution Photo by Patricia Prudente on Unsplash
Education: the journey towards a digital revolution
01
UNEXPECTED
Unsurprisingly, tools such as Zoom,
Google Classroom and Meet Online
have been crucial to supporting
CHANGE
learning throughout the pandemic,
both for students and teachers.
THE BIG PICTURE 1.1 said digital technology was used
pre-pandemic to some extent in
13%
A shift in paradigm every educational setting, while 62
of high school students
When the first schools shut in China in February in Los Angeles had no
1.7
per cent said it was used in some
As it became apparent that school
2020, it seemed inconceivable that little over a month educational settings. However, its contact with teachers
closures would become a regular
later almost all countries would have enacted partial prevalence undoubtedly increased three weeks into
feature of 2020, remote learning
billion or full closures of schools, universities and other
educational establishments. Now, over the course
took off. Unsurprisingly, most
countries experienced teething
problems. In France, one report
almost overnight.
By February 2021, among those
we asked, almost four in 10 (36
lockdown
students were affected
of one year, 190 countries have—at some point suggested between five and eight per cent) reported that digital
worldwide
—been forced to shut the doors of their educational per cent of students could not be platforms or learning technologies
reached by their teachers two weeks were the primary platforms for
institutions, affecting more than 1.7 billion students after schools shut;2 while around 13 delivering education, while the
worldwide.1
In many cases, this was not limited to one shutdown.
per cent of high school students in
Los Angeles, the US’s second-largest
school district, had no contact with
majority (53 per cent) had moved
to a split between digital and more
traditional methods, like in person
36%
teaching staff three weeks following learning or print resources. Equally, of educational
In OUP’s seven spotlight markets, all those surveyed institutions had digital
190
lockdown.3 there was increased recognition of
endured at least one closure, with nearly half the importance and opportunity learning platforms in
(45 per cent) experiencing multiple national closures For many, remote meant digital. of utilizing digital platforms; for place by February
Countries like Estonia were praised example, one respondent from 2021
countries were forced to lasting more than four consecutive weeks, and a for excelling in the transition to digital India highlighted the government’s
close their educational quarter (26 per cent) also experiencing regional learning, in part thanks to the ‘early emphasis on ICT and the use of
institutions
closures lasting more than four weeks. adoption of education technology.’ 4 online education in the revised New
But generally, this was new territory. Education Policy 2020. The Policy,
Across the board, from primary schools to According to the World Bank, before which was revised for the first time
Covid-19, no country had a universal in 34 years in July 2020, has seen the
universities, on every continent, educators and digital curriculum for teaching and creation of a dedicated unit to build
learners have had to adapt to new models of teaching learning.5 It was not a new concept the digital infrastructure, content,
for educators; more than a quarter and capacity needed to support
that have thrown up challenges and opportunities in
(26 per cent) of those OUP surveyed online learning.
abundance.
In this section we consider what happened—and the
immediate consequences.
2. LesEchos (2020), Coronavirus: Entre 5 et 8 % des élèves » sans continuité pédagogique depuis la fermeture des écoles
3. The New York Times (2020), As School Moves Online, Many Students Stay Logged Out
4. https://www.theguardian.com/world/2020/oct/30/lessons-from-estonia-why-excels-digital-learning-during-covid
06 1. https://www.worldbank.org/en/topic/edutech/brief/lessons-for-education-during-covid-19-crisis 5. https://www.europeandataportal.eu/en/impact-studies/covid-19/education-during-covid-19-moving-towards-e-learning 07
Education: the journey towards a digital revolution Photo by Annie Spratt on Unsplash
Education: the journey towards a digital revolution
75%
of learners have used
educational TV for
home-learning, while
57% have used radio
45% Almost one in 10 (9 per cent) survey
respondents also highlighted that
their primary platform for teaching
country’s development status. For
example, two thirds of low-income
countries used radio for primary
1.3.1
Divides between
of learners have came via an alternate solution, education, compared with less countries
been accessing digital tallying with a UNICEF study finding than half of upper-middle income
UNESCO found that in high-income
learning on a mobile that 75 per cent of countries have countries. Meanwhile, three quarters
countries digital learning offerings
phone used educational TV for at-home of lower-middle income countries
covered over 80 per cent of the
learning, while 57 per cent have used used TV. High-income countries, on
population, but less than 50 per
radio.6 the other hand, more commonly
cent in low-income countries due
mobilized online learning platforms
In Pakistan, while private schools to both technical barriers, such as
to support remote teaching and insufficient access to electricity,
moved towards digital learning, the learning.7
government started a TV and radio and human barriers such as limited
1.2 digital literacy. Even technologies like
channel for state education. Turkey’s Overall, however, digital learning
TV and radio were rarely inclusive or
Alternative platforms Ministry of National Education used became a feature of education
equitable due to access issues.8
an ‘Education Information Network’ globally in 2020 like never before.
(EBA) distance learning platform to
This was substantiated by OUP’s
OUP’s research shows that most learners deliver education via web and TV at
the same time. In South Africa, TV
1.3 research. In India, respondents
Global and local explained that a ‘large majority of
have been accessing digital learning and radio were prominent as well,
and learning was also delivered via challenges
students have been impacted due
to a lack of devices or connectivity
resources on a computer or tablet, or social media such as Facebook and
WhatsApp groups. In the UK, as well
Although schools and universities
globally began adapting to remote
at home.’ One South African
respondent remarked that ‘data is
as government backing for the Oak costly, and for many families, the only
via a combination of computer, tablet, National Academy, which provided
and digital learning, doing so
undoubtedly threw up challenges
device available is a mobile phone.’
online resources to support teachers They said that only about 10 per cent
or mobile phone. One in 10 (9 per cent) and learners, the BBC broadcasted
primary school programmes. In
for all involved. One of the most
reported issues during the pandemic
of learners have access to digital
technology at home and this made
was the impact of school closures on
believe that mobiles have been the Spain, ‘national television delivered
content to those students who didn’t
already existing educational divides,
digital learning ‘impossible’ for most
learners and teachers.
particularly relating to access to
primary route for accessing learning. have access to the internet at home.’
digital resources. OUP’s research
substantiated both points, with
UNESCO data reveals that the
types of technologies deployed to access to technology and devices,
maintain learning continuity during such as computers or tablets, being
the pandemic largely reflected a a key differentiator.
6. https://blogs.unicef.org/evidence-for-action/lessons-from-covid-19-getting-remote-learning-right%e2%80%af/
7. https://unesdoc.unesco.org/ark:/48223/pf0000374561
08 8. https://unesdoc.unesco.org/ark:/48223/pf0000374561 09
Education: the journey towards a digital revolution Photo by Nana O LPae on Unsplash
Education: the journey towards a digital revolution
52%
1.3.2 internet connections in some parts
of the country’ and ‘low broadband
Divides within penetration in semi-urban and rural
countries areas.’ The same was said for Spain,
of higher education while polling by the UK’s Office for
The picture differed within state Students found that 52 per cent of
students said their borders as well. UNICEF reported
learning was impacted higher education students said their
that globally, 72 per cent of learning was impacted by slow or
by slow or unreliable schoolchildren who were unable unreliable internet connection.11
internet connection. to access remote learning live in
the poorest households in their Similarly, access to hardware had
country. In upper-middle-income a considerable impact on those
countries, schoolchildren from the from disadvantaged backgrounds.
poorest households account for up A UK respondent commented that
to 86 per cent of students unable there is significant variance around
to access remote learning. The data what is taught synchronously vs
72%
of schoolchildren who
suggests this has left at least a third
of the world’s schoolchildren—463
million children globally—unable to
access remote learning during school
closures. These issues were not
asynchronously and that ‘the digital
divide for learners without access
to hardware and WiFi is huge.’ In
India too, ‘some students did not
have personal devices to be part of
were unable to access limited to school age learners either: online classes.’ Likewise, in Brazil,
remote learning live in a global report by Times Higher while 95 per cent of higher income
the poorest households Education notes computer and households have computers, they
in their country. internet access was a key issue in are present in just 14 per cent of
universities too, with some students lower income homes.12 In the US,
relying on university support and although virtually all 15-year-olds
funding.10 from a privileged background had a
computer to work on, nearly 25 per
Lack of internet connection and the cent of those from disadvantaged
high cost of data also exacerbated backgrounds did not.13
divides within countries. One South
African respondent from OUP’s While all countries reported
spotlight survey noted that at a challenges around student
top-tier higher education institution,
15 per cent of students had
engagement in digital learning, this
was undeniably heightened for those
The data suggests this has left
no online access, no electricity
security and no connectivity
from more deprived socio-economic
backgrounds, affecting the resources at least a third of the world’s
security. They called it a pandemic available at both school and home.
of ‘equal opportunity’ that ‘served
to showcase… socio-economic
Whilst these digital divides may have
already existed before Covid-19, the
schoolchildren—463 million
inequality in the region.’ In India,
respondents noted ‘unstable
rapid switch to online learning has
both exposed and deepened them. children globally—unable to
access remote learning during
9. h
ttps://www.unicef.org/press-releases/covid-19-least-third-worlds-schoolchildren-unable-access-remote-
learning-during
school closures.
10. h
ttps://campus-cms.prd.timeshighereducation.com/sites/default/files/2021-02/
THEDigitalTeachingSurveyspecialreport.pdf
11. h
ttps://www.officeforstudents.org.uk/news-blog-and-events/press-and-media/universities-response-to-
pandemic-could-see-radical-improvements-in-digital-teaching-says-ofs/
12. https://global.oup.com/news-items/current/nocw_brazil?cc=gb
10 13. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ 11
Education: the journey towards a digital revolution Education: the journey towards a digital revolution
CASE STUDY 1.4 2020, and over 23,000 teachers
from 166 countries attending the
What’s clear is
Andy Lewis, Deputy Head at St Understanding how English Language Teaching Online the pandemic has
to use and embrace Conference. In another poll carried
Bonaventures, London digital about by OUP looking into the
exposed a gulf in
In responding to the pandemic, we distributed a lot of
impact of digital learning on English skills and promoted
Another challenge emerged at language teaching, 17 per cent
Chromebooks, as access was a major issue for many students. the beginning of the pandemic in wanted their government to provide a desire to gain
Our students have a vastly diverse level of access to remote learning; the form of teacher or professor more professional development
understanding of new tools and opportunities for teachers and
more amongst
some students are able to work in a bedroom alone on their own
devices, while others were sharing with a number of students and platforms. OUP’s research showed professors. educators.
that a lack of familiarity with digital
even parents all trying to work in the same spaces. WiFi and having a products led to examples of ‘poor Although this may have been an
suitable working space was also an issue for some. digital integration’ in Turkey, while abrupt shift for many teachers, it is
a Spanish respondent referred to positive to see it was not necessarily
Our staff also needed a lot of upskilling; for example on Loom, a lack of understanding how to use an unwelcome one. A respondent
Google Meet lessons, marking via Google Classroom, self-marking digital resources among teachers in Spain stated that ‘teachers who
platforms and so on. and students, combined with poor would never have done so normally
teacher training. have been forced to adapt to digital
Some students quite enjoyed these new ways of working. For learning’ and that this ‘will have a
staff, Loom has been a great resource and is something we’ll use In South Africa, a HE respondent very positive effect in the long run.’
said that ‘teaching practice was Respondents in the UK celebrated
to cover lessons in the future I’m sure. However, the diversity of
under-prepared for online teaching that uptake of digital resources had
platforms available has been an issue, as has keeping on top of modalities, and students were increased among customers who
tracking students. We’ve also seen a real variety of engagement unaccustomed to digital learning.’ may not have used digital in the
which makes the return to school tricky. How do you cater for Other challenges listed included a past (or very little). This resulted in
those who have done it all and those who have done very little? ‘lack of knowledge of online course ‘pockets of excellence in managing
design’ and difficulty enabling ‘work- hybrid learning.’
Thinking about whether things have changed for the future, it’s integrated learning and lab-based
learning within the digital-only In South Africa, progress has
hard to say just yet (although we’ll never have snow days again!). been made towards the goal of
paradigm.’
Going back to the classroom recently has created a whole big ‘develop[ing] a more tech-centric
swing back to face to face. But people are looking at what tools What’s clear is the pandemic has approach to teaching’ and supporting
they can use in the future, such as self-marking tools, which are exposed a gulf in skills and promoted the use of ICT ‘not as add-ons, but
a desire to gain more amongst as catalysts to redesign the teaching
a sensible development for managing workload.
educators. An OUP employee from and learning experience.’ And as
If we had to repeat the experience, I would try and build in more its English Language Teaching (ELT) one Indian respondent said, the
screen-free time—perhaps one day per week to help support the
wellbeing of staff and students.
Division notes that ‘since the start
of the Covid-19 pandemic, OUP
had already observed a dramatic
country’s EdTech sector ‘has stepped
up, and after struggling initially,
administrators, teachers, parents
23,000
increase in demand for online and learners have adapted to digital teachers from 166
professional development events learning. We are looking at a future countries attending
and support,’ highlighted by the scenario where a blend of physical the English Language
number of attendees at the first-ever and digital learning will be the new Teaching Online
ELT Together event in September normal.’ Conference
12 13
Education: the journey towards a digital revolution Photo by Thomas Park on Unsplash
Education: the journey towards a digital revolution
02
A YEAR OF DISRUPTION:
2.1 evidence of a heightened ‘word This was not just the case in the UK.
gap’—where a child’s vocabulary In Turkey, respondents to OUP’s
The impact on is below age-related expectations survey flagged a breakdown in the
learning —at transition from primary to quality of teaching too. They stated
THE IMPACTS OF THE
secondary school. 92 per cent that some educators struggled to
Perhaps the most obvious impact of teachers feared that this has motivate students during online
of Covid-19 and school closures has widened following school closures, lessons, were unable to conduct
been the disruption to students’
SUDDEN SHIFT TO
and 94 per cent said they had found lesson plan tasks into their teaching,
learning. Three quarters of those it challenging to support pupils’ check attendance and participation
surveyed by OUP said the disruption vocabulary development while of the students, and ‘most important
and uncertainty caused by the teaching remotely.16 of all, they failed to maintain [a]
DIGITAL LEARNING
pandemic impacted the effectiveness reliable exam environment, resulting
of learning. Learning was This tallies with Ofsted’s November in student cheating.’
happening—and it was increasingly 2020 report (before the second UK
happening digitally—but it was not lockdown), which found that primary
equivalent to the learning that would school pupils had experienced
have been taking place offline and in learning losses across a range of
94%
person. subjects, or were at the same level
It is apparent from the initial challenges faced as
as before March 2020. This included
a result of the closure of schools, universities, and An OECD-Harvard Graduate School a negative impact on Key Stage 1
of Education Survey estimated that pupils’ social and communication
educational institutions that new styles of learning the impact of school closures on
of teachers said they
skills, listening skills, speech, phonic had found it challenging
have impacted on educators and learners across education continuity was estimated knowledge and gross motor skills.
to be at least two months of to support pupils’
the board. While some of the effects have been Regression in fine motor skills was a
vocabulary development
instruction for half of primary and particular concern, with some pupils
negative, particularly in relation to digital divides, secondary school students.14 And while teaching
no longer able to hold a pencil.
for many institutions it has been a positive learning according to Save the Children, less remotely
than one in 10 children (8 per cent)
experience, as schools and universities have found felt that they were learning as much
innovative, even simple, ways to update their as they were at school and only 7
teaching methods. per cent felt they were learning a lot.
More than eight in 10 children (84
1 in 10
per cent) felt that they were either
In this section we consider the short-term impacts learning only ‘a little bit’ (66 per cent)
on the sudden global shift towards educational or ‘nothing at all’ (18 per cent).15
delivery digitally, exploring how it has affected Taking the UK as an example, OUP children felt that they
learning and teaching, as well as the effects the research released in October 2020 were learning as much
disruption has had on mental health and wellbeing revealed that in the UK there is as they were at school
and educational inequalities.
14. Reimers, F. and A. Schleicher (2020), Educational Opportunity during the COVID-19 Pandemic
15. https://resourcecentre.savethechildren.net/node/18174/pdf/the_hidden_impact_of_covid-19_on_child_education.pdf
14 16. https://fdslive.oup.com/www.oup.com/oxed/wordgap/Bridging_the_Word_Gap_at_Transition_2020.pdf?region=uk 15
Education: the journey towards a digital revolution Photo by Yogesh Rahamatkar on Unsplash
Education: the journey towards a digital revolution
2.2.1 that their school had managed
to align their remote education
A challenging solution completely to their intended
transition curriculum. Another poll shows that
more than one-third of teachers have
While many schools were quick to lost enthusiasm for the job since
adapt and start online classes, in pandemic began.18 Still, feedback
some countries, educators struggled from OUP’s spotlight market
with issues like lack of infrastructure, respondents in the UK suggests that
connectivity, and teacher training. although they struggled initially, skills
In India, for example, teachers and resources have improved as we
started conducting online classes progressed through the year.
for synchronous learning, but also
struggled to keep track of students’
2.2.3
learning progress.
Support for teachers
2.2.2
86%
In several of OUP’s spotlight markets,
Workload respondents criticized institutions for
a lack of support, with 36 per cent
As outlined in section 1, the move highlighting the lack of support for
of teachers in the UK to digital has been difficult for those
specified that their teachers or professors as impacting
teachers who lacked familiarity the effectiveness of digital learning.
workload had increased with new tools and platforms. In Respondents in Spain said that
since the implementation Spain, one respondent warned while ‘overall, the transition to digital
of remote education that teachers who ‘weren’t used to learning has gone relatively well,’
digital… struggled with keeping up they still felt that ‘more could have
with online teaching [and] motivating been done to support teachers
students,’ which resulted in them and learners in this transition.’ One
working double hours, unable to take Spanish respondent called for the
care of their health (both physically provision of ‘further teacher training’
and mentally). for remote teaching and distance
15% Additionally, over four-fifths (86
per cent) of teachers in the UK
specified that their workload had
learning and ‘better technological
tools for teachers and students,’
as parents were not fully equipped ‘There are still many
of teachers reported increased since the implementation to support their children’s learning.
that their school had
managed to align their
remote education
of remote education, according to an
Ofsted remote education research
report. Only a small proportion of
In Pakistan, respondents criticized
a lack of ‘focus’ towards widespread
digital education, which they said ‘is
teachers who do not
solution completely
to their intended
teachers (15 per cent) reported also a supply problem.’
feel comfortable enough
curriculum
with technology.’
Representative from OUP Spain
17. https://www.gov.uk/government/publications/remote-education-research/remote-education-research
18. h
ttps://www.independent.co.uk/independentpremium/uk-news/teachers-enthusiasm-coronavirus-
16 pandemic-poll-b1815214.html 17Education: the journey towards a digital revolution Photo by Tim Gouw on Unsplash
Education: the journey towards a digital revolution
CASE STUDY 2.2.4
Nidhi Thapar, Vice President, Head Academics, Pressure on parents
The experience of guiding
Edunation Services, Karnataka, India children through often unfamiliar
online learning platforms, while
We took a proactive approach that helped us While students have adapted fairly well to virtual balancing their own work and
family commitments, as well as
initiate online classes within a week of lockdown schooling, better engagement has been evident
managing the economic impacts
being announced. This involved working on the wherever teachers have made connections with
of the pandemic, has placed
following: the learners, used EdTech tools and resources, immense pressure on parents. In
• Identifying a suitable virtual platform and conducted group activities, like quizzes and the UK, parental stress, depression,
polls. The availability of teaching and learning and anxiety have increased since
• Ensuring the availability of e-books
materials, teacher training, quality management national Covid-19 restrictions
• Communicating with parents and students measures, and parent and student engagement were introduced, according to a
• Training teachers and students on our virtual activities made the journey easier. However, report from the Oxford University-
In the UK, parental
platform’s features and use parent and student angst with regards to screen led Covid-19 Supporting Parents,
Adolescents, and Children in
stress, depression, and
time always came as a roadblock, despite all
• Training teachers on virtual teaching practices Epidemics (Co-SPACE) study, based anxiety have increased
safety aspects we took into account.
• Providing learning materials like lesson plans, on data from over 6,000 parents.19 since national Covid-19
worksheets, digital resources and There has been a significant impact on how Equally in Turkey, research from restrictions were
so on digital learning was viewed in the pre-pandemic the OECD showed that while 87 introduced
times, compared to the present day. Even per cent of students ‘agreed’ or
• Identifying EdTech tools such as Quizizz and ‘strongly agreed’ that their parents
those who didn’t think it would be an option
GeoGebra to enhance students’ learning support their educational efforts and
have equipped and upskilled themselves to
experience achievements (compared to an OECD
the new ways. EdTech companies have flooded
• Ascertaining quality teaching through class average of 89 per cent), the academic
the education space, while educators explored ‘The abrupt transition to digital learning was
observations and feedback, sharing of best support of parents to students could
various tools and features to make learning
practices, and so on be ‘hindered by language barriers.’ 20 unexpected and chaotic in South Africa.
joyful. This is something that will stay.
• Modifying the syllabus, including assessment To give one example, respondents in Widely termed “emergency remote learning,” as
In a post-pandemic future, digital learning India outlined that the financial strain
patterns and practices distinct from truly efficacious digital education, it
resources will be a great way to ensure blended/ on parents in turn impacted schools:
We also took steps to support student and flipped learning. We are even thinking about ‘Many parents have not been able to required academics to learn about, and engage with,
teacher wellbeing through various practices like having different learning centres within the pay the fees for their children, adding digital delivery and course design, and to function,
safety and mental wellbeing sessions, and parent/ classrooms, including a digital resource centre. further to the strain on the schools
to keep going despite the lockdown
in a crisis mode. It was acknowledged that practice
teacher/student engagement activities.
that has lasted almost the entire did not represent desirable pedagogies and modalities
Thinking about how students adapted, what academic session.’ According to Save that are well designed to support effective education,
worked well, and what could have gone better, the the Children, among children who
but, rather, that it simply functioned to assure some
geographical location of schools had a big impact. reported that they needed someone
Students of Pune, Hyderabad etc. have taken to to help as a learning obstacle, a form of continuity. Ultimately, progress has been made
the new ways faster than places like Jaipur. The higher proportion of them were also and useful learning accomplished, but it cannot be said
primary reason for this has been the internet from a household where the parent/ that this practice is as optimal as it might be.’
connectivity and availability of devices. caregiver reported needing parenting
support (45 per cent).21 South African respondent
19. h
ttps://www.ox.ac.uk/news/2021-01-19-parental-mental-health-worsens-under-new-national-covid-19-restrictions
20. h
ttp://www.oecd.org/education/Turkey-coronavirus-education-country-note.pdf
18 21. h
ttps://resourcecentre.savethechildren.net/node/18174/pdf/the_hidden_impact_of_covid-19_on_child_education.pdf 19Education: the journey towards a digital revolution Education: the journey towards a digital revolution
2.3 Furthermore, children’s language
Mental health and analysis in Australia identified
‘many references to the amount
78 per cent felt that the shift
wellbeing
to digital learning had raised
of troubling news stories being
overheard and a lot of descriptions
In OUP’s spotlight markets, of stress and anxiety.’ 23
respondents warned that disrupted
learning led to ‘very patchy coverage
of the curriculum,’ which impacted
It’s not just pupils’ mental health
that has been affected, but
concerns about learner wellbeing
in their sector/market.
not only children’s learning but their educators’ too. A report from
mental health. Respondents said Education Support, assessing the
that it led to ‘anxiety and expected impact of coronavirus on education
lower outcomes in the exams’ which professionals’ mental health, found
in extreme cases, caused students to that 52 per cent of teachers felt their
2.4 2.4.1
78%
question their ‘future life chances.’ mental health and wellbeing had
In an OUP teacher panel, 78 per
suffered. According to a Times Higher Increasing Disadvantaged
Education Digital Teaching Survey,
cent also said that the shift to digital more than half of respondents said educational divides learners believe socio-economic
learning has raised concerns about
learner wellbeing. When expanding
the initial move to online teaching and inequalities Difficulty accessing digital resources barriers have had a
had a negative effect on their mental has disproportionately affected those
78%
on the reason for increased concern, health, and nearly six in 10 believe it Students from different ethnic negative impact on the
from lower incomes. Nearly four in
some of the issues raised included hit their students’ mental health.24 and cultural backgrounds, socio- effectiveness of digital
high amounts of screen time, lack five (79 per cent) of those surveyed
economic classes, and with varying
felt that disadvantaged learners
learning
of a teacher panel said of direct teacher support, general There is increasing evidence that learning and physical requirements
fatigue, lack of routine, anxiety about mental health influences learning had struggled to access education
that the shift to digital have all been affected by the switch
what’s going on around them, and outcomes. One OUP study showed during the pandemic; and that
to digital learning in different ways.
learning has raised isolation. a positive relationship between socio-economic barriers have had a
concerns about wellbeing and academic attainment. However, as stated earlier, in many negative impact on the effectiveness Worryingly, 85 per cent of
learner wellbeing Research from Save the Children too, For example, ‘a large meta-analysis cases, a key contributing factor to of digital learning (78 per cent). One respondents also said the pandemic
showed most children (84 per cent) of 213 school-based, universal disparities in learning, between both UK respondent was concerned that and the switch to digital learning has
whose schools were closed due to social and emotional learning countries and communities, has this had ‘increased school dropout seen learners from disadvantaged
Covid-19 reported an increase in programmes25 found that students’ been the varied access to digital rates.’ Research by the Sutton Trust backgrounds fall behind their more
negative feelings. In comparison, just participation in social and emotional resources for students, as well as to in the UK has found that 30 per cent advantaged peers. Three fifths felt
over half (56 per cent) of the children learning programmes had an impact the associated technology for the of middle-class pupils were doing live this has affected the overall wellbeing
who were going to school in person on their academic achievement delivery of such teaching. or recorded online lessons at least of disadvantaged learners. A global
reported a similar increase. The equivalent to 11 per cent.’ once per school day, compared to report from Times Higher Education
52%
longer the schools were closed, the In the short-term, this has had 16 per cent of working-class pupils.26 supports these findings, with 63
more likely parents and caregivers In our spotlight markets, 17 per a significant impact, in the Another study has found that per cent of university educators
were to observe signs of distress in cent of respondents said that poor following ways: believing that online teaching is at
schools with more disadvantaged
of teachers felt their child, such as changes in sleep wellbeing among learners, teachers
pupils narrowed the gap in usage of greater risk than traditional teaching
and ability to handle emotions, as and professors had a negative
their mental health online maths platforms with those of leaving behind students from
well as more aggressive behaviour.22 impact on the effectiveness of digital
and wellbeing in affluent areas during lockdown, non-traditional backgrounds, such as
learning, with a third calling for
had suffered but achieved lower levels of student underprivileged, first-generation and
increased government support for
engagement.27 mature students.28
mental health and wellbeing.
22. h
ttps://resourcecentre.savethechildren.net/node/18174/pdf/the_hidden_impact_of_covid-19_on_child_
education.pdf
23. Q
uote from Anne Bayetto, literacy expert at Flinders University who analysed Storyathon submissions.
More information on the report can be found here: https://www.oup.com.au/primary/literacy/storyathon/
storyathon-insights
24. h
ttps://campus-cms.prd.timeshighereducation.com/sites/default/files/2021-02/
THEDigitalTeachingSurveyspecialreport.pdf 26. https://www.suttontrust.com/wp-content/uploads/2020/04/COVID-19-Impact-Brief-School-Shutdown.pdf
25. h
ttps://www.casel.org/wp-content/uploads/2016/08/PDF-3-Durlak-Weissberg-Dymnicki-Taylor-_-Schellinger- 27. https://www.nesta.org.uk/data-visualisation-and-interactive/levelling-maths-during-lockdown/
20 2011-Meta-analysis.pdf 28. https://campus-cms.prd.timeshighereducation.com/sites/default/files/2021-02/THEDigitalTeachingSurveyspecialreport.pdf 21Education: the journey towards a digital revolution Photo by Santi Vedri on Unsplash
Education: the journey towards a digital revolution
79%
CASE STUDY
Begoña Urruticoechea, English Teacher,
Eibar, province of Gipuzkoa, Spain of those surveyed felt that
disadvantaged learners
had struggled to access
I became a teacher because I was passionate We used Moodle to run the course but
education during the
about language and teaching. I also wanted a to support communication we also used 2.4.2
pandemic
career where I learned and evolved constantly, Bibliobutton. Other times, we had meetings
and this pandemic has proved that we need to be with teachers and colleagues using Jitsy and Widening the divide
ready for different situations. Zoom. Our lack of knowledge was sometimes between state and
Last year, we said goodbye to our colleagues
a problem, but things went quite well private schools
considering what was happening.
to start teaching from home. We were not sure Several spotlight markets reported
about being ready, or what the students’ A tip for teachers who are in this situation: try stark differences between the public
reactions could be, but we had to do it. It was to be in contact as much as you can with your and private school experience. In
a moment of challenge; first, we had to check students, especially to know what they need. Spain, respondents said that the
what kind of material we had and what tools we You cannot do this 24-hours a day but knowing digital transition was ‘more or less
were able to use. I was lucky that I already had exactly what they need will help you. good for the private school’ sector
experience of some of the new systems and but public schools faced multiple
my students were able to follow the lessons A quote that I always keep in mind is that problems with teachers lacking
through a platform called Moodle. education is a human right. It’s a passport to digital materials like e-books. In
teach you things, to lead you everywhere. Turkey, respondents warned that
The difference was that we had to be in touch English could be a passport to new experiences, although public schools have failed
online. Additionally, many students had to work to meet people, to know about other cultures, to implement digital learning equally
from home—there were very funny moments in to travel around, to communicate internationally. across the country, private ones
which they had their children playing, chatting or This passport is essential for empowering have achieved it to some extent.
trying to join the lessons as well. students in the 21st century to improve their Indian respondents explained that
‘private schools have transitioned
85%
lives and their knowledge.
It was a challenge, but colleagues helped but not government schools’ and
each other a lot. We had a lot of support from It’s important to try and transmit the enthusiasm warned that ‘lower end schools that
publishers as well, who gave us free materials you have for teaching—to evolve and learn new form the bulk of schools in India
have not [switched seamlessly, of respondents said the
and advice, and the students were really things. And make sure that you are confident. It
therefore] depriving children pandemic and the switch
understanding. I think ‘collaboration’ was a will reassure your students that you are there to
key word in this situation. teach, to guide them, to help them. It will make
of continued education.’ A HE to digital learning has seen
respondent in South Africa said that learners from disadvantaged
them feel at ease, interested, and motivated.
the market was ‘very fragmented,’ backgrounds fall behind their
with ‘well-resourced institutions
more advantaged peers
with wealthier students’ having
coped well, compared to ‘poorer
institutions [which] have not had the
infrastructure, technology, digital
skills to implement digital learning.’
22 23Education: the journey towards a digital revolution Photo by Wes Hicks on Unsplash
Education: the journey towards a digital revolution
The transition to digital learning serves only a part of
the student population… many students within the region
[South Africa] do not have access to basic resources,
such as data, electricity, connectivity, knowledge capital
or a quiet place to study. For this reason, digital-only
learning has been deeply problematic for many under-
resourced students, and, consequently, some university
outputs have declined.
2.4.3 2.4.4 2.4.5
Societal Neurodivergent Urban-Rural
inequalities learners divides
In India, respondents warned of Children and students with In countries with large rural
the impact of the transition to additional physical, behavioural populations such as India, the
digital learning on the education or cognitive learning needs have uptake of digital learning was
of girls, especially where, they also been disproportionately reportedly ‘quite significant’ in
said, ‘the family has been unable affected by lockdown measures. major metropolitan cities, but
to provide multiple devices to In the UK, Ofsted’s November due to infrastructural challenges
children within the family.’ While report found that children with and inadequate training, the
this is one specific example, there additional educational needs and impact of digital learning has
is increasing evidence that the disabilities have been ‘seriously been ‘muted’ in smaller cities and
pandemic has increased race affected’ across all age groups, rural areas. In South Africa too,
and gender inequalities, and this both in their care and education, it was noted that the experience
has not precluded education. A losing vital support including varied from province to province;
McKinsey study last spring found speech and language services.31 overall much of this has been
that US students of colour were
about three to five months behind
linked to broadband coverage.
‘Inequality and the gap
in learning, compared to white
students who were about one to
three months behind.29 Educators
between advantaged and
also warned that ‘pupils who
have lower language levels are
likely also to have suffered more.
disadvantaged groups
are still getting bigger.’
For example, EAL [English as an
additional language] children have
less exposure to English.’ 30
Representative from OUP Turkey
29. h
ttps://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-
disparities-grow-and-students-need-help#
30. h
ttps://www.bell-foundation.org.uk/app/uploads/2021/03/University-of-Oxford-Report-March-2021.pdf
31. h
ttps://www.theguardian.com/education/2020/nov/10/children-regressing-and-struggling-mentally-in-
24 lockdown-says-ofsted 25Education: the journey towards a digital revolution Photo by Tran Mau Tri Tam on Unsplash
Education: the journey towards a digital revolution
03
SPOTLIGHTING OUP’s Oxford Owl
The result of this learning has, In Turkey, personal development
in many cases, been innovation sessions have been organised to
and new pedagogies that have support teachers. With ‘the help of service, which
MARKETS
enabled students and teachers to OLB [Oxford Learner’s Bookshelf],
adapt. Global organizations such and OTC [Oxford Teacher’s Club], supports children
as the Organisation for Economic teachers had the chance to learn
Co-operation and Development how to use CPT [Classroom
and parents at
(OECD) and the World Bank have Presentation Tool] efficiently, and home, has been
been collecting information on how things to consider when delivering
receiving more than
Overcoming the challenges posed different counties have responded
to school closures,32 as well as the
online courses, from the seminars
given through OTC.’ An educator in
one million visits
technologies they have used.33 the UK also stated that ‘webinars
by digital learning over the last OUP’s survey too has highlighted
and podcasts to deliver support and
personal development to teachers
per week.
some useful examples of how the
12 months has been a massive education sector has adapted to
deliver digital learning successfully.
[have] seen a massive increase in
engagement.’ For example, OUP’s
Oxford Owl service, which supports
learning curve for educators, Countries across the world provided
free access to learning resources.
children and parents at home,
has been receiving more than one
South African educators found that
institutions and policymakers. ‘free access for digital textbooks
via Snapplify was very successful
million visits per week.
As a respondent to our survey in schools,’ as well as ‘simple video
lessons’ that ‘had over a million
views during the lockdown.’ In Spain,
based in South Africa emphasised Turkey, and the UK too, ‘publishers
made digital content accessible for
‘we remain within a period of free’ and ‘opened digital sources to
institutions.’
experimentation, observation, In Brazil, to ensure that everyone
understood how to use these
learning and development.’ resources effectively, where Flipped
Classroom was introduced, some
schools held online meetings
with families to explain why those
changes were made and to reassure
parents and carers that they would
still be in line with the text books.
32. https://oecdedutoday.com/coronavirus/continuity-stories/
33. h
ttps://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-
26 covid-19-pandemic 27Education: the journey towards a digital revolution Education: the journey towards a digital revolution
04
WHAT CONCLUSIONS
This has undoubtedly been a Yet despite this, confidence is
challenging period, but already growing, with, according to one
there is a suggestion that it could Turkish respondent, ‘more digitally
bring about positive outcomes in literate teachers and students.’
HAVE BEEN DRAWN
the long-term. All those surveyed by In OUP’s teacher panel, before the
OUP expect digital to continue to be pandemic, 43 per cent said they
embedded in education in the future, were confident or very confident in
SO FAR?
bearing out predictions by the WEF delivering digital learning, and 31
in April 2020 that ‘a new hybrid per cent were not confident; now,
model of education will emerge, 93 per cent are very confident or
with significant benefits.’ 35 confident compared to just one per
cent saying they are not confident.
43%
The following section sets out key There has also been a clear increase
conclusions that can be drawn, in demand for online professional
The events of the last year have had an impact with a view to thinking about how
digital learning can be embedded
development opportunities for
teachers, as demonstrated by said they were confident
on multiple aspects of education, at all levels and delivered in the medium to
longer term.
23,000 attendees signing up to or very confident in
OUP’s English Language Online delivering digital learning
including schools, universities and English Teaching Conference (ELTOC)
before the pandemic
4.1 event in 2021.
Language Teaching. The shift to online learning Students and teachers One UK respondent in the spotlight
and digital tools came with no preparation, and have struggled with market survey suggested that
‘although there is some way to
none of the training or infrastructure development digital learning—but go’ we are seeing signs of a ‘more
confidence is growing confident and upskilled teacher
that would normally have predicated such a
93%
workforce,’ both at primary
‘Changes take time and this has
and secondary level, and more
change. As technology has increasingly become been too abrupt,’ commented
one Spanish respondent. Another
understanding of support digital
resources can provide. Another are now very confident or
embedded in every aspect of our lives, it was pointed out that the pandemic
was the first contact for many
respondent suggested there was confident, delivering digital
now ‘much greater willingness to
arguably inevitable education would eventually teachers with a digital platform
see the opportunities of digital
learning, compared to just
or a digital license for a book. An
learning blended with print,’ while one per cent saying they
shift this way too. But unquestionably the Indian respondent highlighted that
a Turkish respondent said that post- are not confident
‘student focus and engagement in
pandemic has accelerated the adoption of EdTech online mode is far from satisfactory’
pandemic, ‘teachers will be more
informed about what tech
while ‘teachers have struggled with
and digital learning in schools, colleges and use of digital pedagogical tools;’
can do and feel more confident
about implementation.’
and a Spanish respondent warned
universities, perhaps by as much as five years of ‘challenges when motivating
students,’ while others agreed that
according to one estimate.34 ‘learners’ learning achievement Teachers have become
levels have been impacted.’
more confident on working
with technology
34. Jacqueline Daniell, chief executive of Wey Education, says the pandemic has accelerated this by about
five years Digital Learning 2020: https://raconteur.uberflip.com/i/1285565-digital-learning-2020/1?
35. B riefing authored by Cathy Li and Farah Lalani https://www.weforum.org/agenda/2020/04/coronavirus-
28 education-global-covid19-online-digital-learning/ 29Education: the journey towards a digital revolution Education: the journey towards a digital revolution
4.2 trust in ‘the quality of some digital In some cases, this resulted in CASE STUDY
resources, and the benefits they will a ‘loss of learning,’ as one UK
The digital revolution
is underway
bring;’ to quote a Spanish educator: respondent put it, with decreased Patrick Taylor, Deputy Head Curriculum,
‘teachers and learners know now engagement as time went on—
According to one Turkish
our rich digital offer’ that they although another flagged the Chenderit School, Middleton Cheney, Oxfordshire
previously were not able to take full upside of the situation encouraging
respondent, the ‘digital revolution
advantage of. independent learning and reducing
is on its way’—sentiment which In both lockdowns we maintained our planned Google Suite and our online staff training has
peer pressure for some. Digital tools
is supported by recent analysis curriculum, with only slight changes in the been some of the most successful we have
4.2.1 have allowed teaching to continue,
of online education during the sequencing of tasks. We explored live lessons ever run. As one experienced colleague said:
but nonetheless there have been
pandemic which showed that The future will be ‘fewer opportunities to catch with Google Classroom during the first lockdown, ’I have never known a learning culture like it.’
‘the experience of teaching and
working from distance online is
hybrid–but digital is students who are falling behind’ then went into them wholeheartedly in the Now that they have learned the software to
and even an ‘increase in cheating,’ second. From January onwards we were running enable remote learning, they are more confident
a good opportunity and provides not a replacement for as well as students ‘questioning approx. 25,000 live lessons per week. We had a users of IT, and many will continue to use it, for
more flexible possibilities…[and] in-person teaching the value for money of education.’ small number of students in school, but managed example when setting homework. I personally
will generate a new way for access
One respondent in India noted to provide support and equipment to get all
to lifelong learners.’ 36 Meanwhile The survey respondents were united have used Google Docs with my A level students
‘social interaction, group project
a South African respondent spoke in agreeing that, as one Brazilian other students online. We also conducted our to encourage them to question and comment.
work and the teacher’s ability to pay
of ‘a digital and pedagogical educator put it, ‘blended learning mock exams online and got 1,100 scripts back I type my questions, and they type their answers
attention to individual students has
transformation.’ In some countries, is here to stay.’ Although some
suffered.’ In Turkey, one observed
electronically in a week. in real time. It means that instead of getting
such as Australia, there has also expressed doubts about change in three or four-word spoken responses, I get more
that ‘students’ level of socialising, Our students have generally adapted well. We
been discussion around whether the short-term, the expectation is detailed answers multiple times during a lesson,
interacting with their peers and
or not the pandemic will result that a hybrid model will ultimately have tracked attendance to lessons online and
teachers, doing exercises and from all students.
in the end of the lecture within emerge with online and offline communicated with those who are harder to
moving outside of the class parts
Higher Education settings.37 Such methods supporting each other. reach. Some students have worked better at Now that students are back in school again, they
were missing.’
predictions may seem overblown, ‘We may see a short-term return to home, although monitoring their engagement is have started to bring their laptops into lessons.
but 98 per cent of those surveyed non-digital resources. However, This was further reflected by hard when you cannot see them. Differentiation In the future, I would like to see all staff and
said they anticipate that digital I think there has been a change in research into children’s language and pace can also be hard to judge when you students being confident digital operators who
learning will continue to be teacher/student perspective on the from OUP Australia, conducted cannot spot who has completed a task and who make as well as use content.
embedded in their country in the potential of digital learning,’ said through its partnership with has not.
future, and in our teacher panel, one Spanish educator. ‘I think it Storyathon, the largest story- The pandemic means we have made many years’
44 per cent said the shift towards will be a mixed, digital and face-to- writing event in Australia; analysis Overall, parental response has been very positive. gain in skills in just one year. We are really proud
digital learning has changed face education.’ A UK respondent demonstrated that ‘children yearned For example, a Year 8 parent last week said that of the work we have done on remote learning
education for the better. suggested ‘there is no doubt that for social connections that are she had been really impressed, that we had got it —it is probably one of the greatest successes we
live lessons, recorded lessons, use hard to substitute outside of the ‘down to a t’ and couldn’t really do it better.
Although educators, learners, and have had, in my many years of teaching here!
of platforms that support allocation classroom environment.’ 38
governments have strained to of work, automarking, etc. will all There have been some technical challenges
return to in-person teaching, it’s continue to be important for the Equally, the pandemic has shown
—for example, it is hard to present to students
clear the progress around digital foreseeable future.’ In South Africa, the importance and value of
and monitor the chat function at the same time.
learning means this will no longer be there was a suggestion digital the support parents and carers
the default. This is partly because, provide within education. They
However, staff have learned how to use the
would particularly be a feature in
as one Spanish respondent said, assessment. have naturally become a lot closer
‘teachers have realised the benefits to learning—and indeed closer to
that the digital environment can However, if a year of education some of the digital platforms used
bring to them… routines have been shutdowns has taught us anything, to support education—and will
established that will stay forever.’ it’s the role and value of the teacher, likely continue to play an important
This might be because teachers now along with the pros and cons of role in education in the future.
recognise digital resources can save technology use. While there are
time, as one UK teacher predicted, clear benefits, teachers also found it
or because there is now more harder to motivate pupils remotely.
36. h
ttps://www.aa.com.tr/en/analysis/analysis-the-impact-of-online-education-during-covid-19-pandemic-
in-turkish-higher-education/2163525
37. h
ttps://www.timeshighereducation.com/news/lectures-way-out-australia-and-new-zealand-says-survey
30 38. h
ttps://www.oup.com.au/__data/assets/pdf_file/0030/172758/CWOTY-2020-media-release-Final.pdf 31You can also read
