Abstract:

This paper overviews a plethora of articles and short-term, high impact studies (n=82) on the shift to remote education during the COVID-19 global pandemic. Our intent in reviewing these is to better inform the collective and international thinking on that shift, and to gather a resource for researchers, teachers, and practitioners to return to that effectively overviews the types of theorizing and researching that occurred in educational contexts during the pandemic. To this end, the paper first maps out the landscape of pandemic related studies, op-eds, help guides in the form of articles and op-eds, and theoretically based journal articles, dividing those into two groups: K-12 and higher education. We then discuss the similarities and differences across those studies through, where possible, an international lens. Following the UNESCO report, “Education Re-Imagined: The Future of Learning” we also look at how and where documented changes in practice and pedagogy occurred, and whether and if the abrupt changes brought about by the pandemic resulted in lasting changes to the education sector more generally.

Keywords:

Global pandemic, higher education, K-12, research, theory, education.