Delivering Distance Learning in Emergencies: a Review of Evidence and Best Practice
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DELIVERING DISTANCE LEARNING IN EMERGENCIES: A REVIEW OF EVIDENCE AND BEST PRACTICE April 24, 2020 This publication was produced for review by the United States Agency for International Development (USAID). It was prepared by Emily Morris, Anna Farrell, EnCompass LLC, and MSI, a Tetra Tech company with contributions from Abagail Todd, Adam Weber, Amy Mulcahy-Dunn, Emma Venetis, Jaclyn Nott, Julie Harris, Kirsten Zeiter, Kristine Powers, Nitika Tolani, Rebecca Waghorne, and Ted Rizzo for the Data and Evidence for Education Programs (DEEP) Activity (Task Order No. 5760-2020). The views expressed in this report do not necessarily reflect the views of USAID or the United States Government. CONTENTS LIST OF EXHIBITS .................................................................................................................................. I ACKNOWLEDGEMENTS ................................................................................................................... II ACRONYMS ........................................................................................................................................... III KEY TERMS ............................................................................................................................................ IV EXECUTIVE SUMMARY ..................................................................................................................... VI INTRODUCTION ................................................................................................................................. 1 DISTANCE LEARNING IN EMERGENCIES ................................................................................................... 1 Reviewing the Evidence on Distance Learning ................................................................................................ 4 MODALITIES FOR CONTINUITY OF EDUCATION AND KEY CONSIDERATIONS .. 12 Modality 1: Audio and Radio .............................................................................................................................. 12 Modality 2: Video and Television ...................................................................................................................... 21 Modality 3: Mobile Phone ................................................................................................................................... 28 Modality 4: Online Teaching and Learning...................................................................................................... 38 CONCLUSION .................................................................................................................................... 46 STRATEGIC RECOMMENDATIONS ............................................................................................ 47 ANNEX: PROGRAMMATIC SNAPSHOTS .................................................................................. 62 Accommodations offered for programming ................................................................................................... 62 REFERENCES ........................................................................................................................................ 77 LIST OF EXHIBITS Exhibit 1: Distance learning modalities, by technology and programming ................................................ 4 Exhibit 2: Global access to radio, television, and Internet (and charging capabilities) ........................... 6 Exhibit 3: Considerations by three contexts: systems, learning environment, and home levels ....... 10 Exhibit 4: Considerations by modality, advantages, and disadvantages .................................................... 11 Exhibit 5: Equity factors in audio/radio platforms ......................................................................................... 20 Exhibit 6: Equity factors in video/TV platforms ............................................................................................. 27 Exhibit 7: Equity factors in mobile phone platforms .................................................................................... 37 Exhibit 8: Equity factors in online teaching and learning ............................................................................. 44 Exhibit 9: Summary of strategic recommendations ...................................................................................... 48 Exhibit 10: Audio/Radio programmatic snapshot .......................................................................................... 62 Exhibit 11: Video and TV programmatic snapshot ....................................................................................... 69 Exhibit 12: Mobile phone programmatic snapshot ....................................................................................... 72 Exhibit 13: Digital, web-based or online learning programmatic snapshot ............................................. 75 i | DELIVERING DISTANCE LEARNING IN EMERGENCIES: A REVIEW OF EVIDENCE AND BEST PRACTICE USAID.GOV ACKNOWLEDGEMENTS The authors would like to thank Mary Burns, Simon James, Simon Richmond, Anthony Udeh, and Sabrina Masoud for sharing insights, evidence, and experiences that helped ground this review in the current realities of distance learning and provided background on the coalitions and collaborations happening across institutions and organizations. Thanks to Rachel Christina for providing information on current and historical radio programming. ii | DELIVERING DISTANCE LEARNING IN EMERGENCIES: A REVIEW OF EVIDENCE AND BEST PRACTICE USAID.GOV ACRONYMS ADSL Asymmetric Digital Subscriber Line BEC Basic Education Coalition DBE, RSA Department of Basic Education, Republic of South Africa ECACP Early Childhood Advancement Certification Program ECD Early Childhood Development EDC Education Development Center, Inc GPE Global Partnership for Education HSDPA High-Speed Downlink Packet Access IAI Interactive Audio Instruction ICT Information Communications Technology INEE Inter-agency Network for Education in Emergencies IRI Interactive Radio Instruction LMS Learning Management System MOOC Massive Open Online Course M&E Monitoring and Evaluation NGO Non-Governmental Organization OER Open Educational Resources SES Socioeconomic Status SOA Schools of the Air STS School-to-School International SMS Short Message Service TV Television UDL Universal Design for Learning USAID United States Agency for International Development iii | DELIVERING DISTANCE LEARNING IN EMERGENCIES: A REVIEW OF EVIDENCE AND BEST PRACTICE USAID.GOV KEY TERMS Asynchronous teaching and learning Teaching and learning that happens at different times AND in different places (e.g., recording lectures and having students respond with questions and comments on a discussion board on their own time). Complementary learning Reinforcing what is taught through a formal or non-formal curriculum (e.g., short video programs that depict a historical figure or demonstrate a science experiment to explain a topic). Gender responsive teaching and learning “Teaching methods and learning materials that take into account the specific learning needs of female and male students” (USAID, 2018a, p. 3). Inclusive education “Having one system of education for all students, at all levels (early childhood, primary, secondary, and post-secondary), with the provision of supports to meet the individual needs of students. Inclusive education focuses on the full and effective participation, accessibility, attendance, and achievement of all students, especially those who, for different reasons, are excluded or at risk of being marginalized" (USAID, 2018b, p. 45). Learning management system Learning management system is the software programs used for facilitating all aspects of online learning. Learning outcomes While learning outcomes can include cognitive and subject learning measures (e.g., literacy and numeracy test scores)1 alongside non-cognitive measures (e.g., socioemotional learning), the evidence found for this review was heavily focused on cognitive and subject learning outcomes. Non-formal education “Non-formal education takes place both within and outside educational institutions and caters to individuals of all ages. It does not always lead to certification. Non-formal education programs are characterized by their variety, flexibility, and ability to respond quickly to new educational needs of children or adults. They are often designed for specific groups of learners such as those who are too old for their grade level, those who do not attend formal school, or adults. Curricula may be based on formal education or on new approaches. Examples include accelerated ‘catch-up’ 1 While education research may encompass greater outcomes beyond these two measures, in the context of distance learning, there were no studies identified for this review that looked at retention, attendance, and other performance measures. There is also a dearth of studies on socioemotional outcomes as a result of distance learning. iv | DELIVERING DISTANCE LEARNING IN EMERGENCIES: A REVIEW OF EVIDENCE AND BEST PRACTICE USAID.GOV learning, after-school programs, literacy, and numeracy. Non- formal education may lead to late entry into formal education programs. This is sometimes called ‘second-chance education’” (USAID, 2018a, p. 46). Supplementary learning Adding to learning formal or non-formal curriculum (e.g., educational TV programs and educational app games). Synchronous teaching and learning Teaching and learning that occurs simultaneously, but not in