An IERI – International Educational Research Institute Journal
From: Inequality in remote learning quality during COVID-19: student perspectives and mitigating factors
Remote learning quality component | Scale [REDS item] | Item description | Levels |
---|---|---|---|
Available and Suitable Technology | Access to quality of technology [IS1G03, IS1G05 A-C] | During the [COVID-19 disruption], did you have access to the internet at home? | 1: Yes, it worked well all the time 2: Yes, most of the time 3: Yes, but it did not work very well 4: No |
During the [COVID-19 disruption], which of the following devices did you use at home? | 1: Yes and it worked well2: Yes but it did not work well 3: No | ||
Self-efficacy in technology use [IS1G07 A-I] | Before, during, and after the [COVID-19 disruption], how well could you do each of the following tasks? (e.g., Use applications to communicate with my teacher; Fix problems when my device is not working properly) | 0: I learned how to do this during the [COVID-19 disruption] or I still do not know how to do this1: I already knew how to do this before the [COVID-19 disruption] | |
Effective teachers | Teacher support [IS1G21 A-H] | To what extent do you agree or disagree with the following statements about the support you received from your teachers during the [COVID-19 disruption]? (e.g., My teachers were available when I needed their help) | 1: Strongly agree 2: Agree 3: Disagree 4: Strongly disagree |
Engaged students | Engagement [IS1G18 A-J] | During the [COVID-19 disruption], did the following aspects of your schoolwork change? (e.g., My motivation to complete my schoolwork) | 0: Did not change or decreased1: Increased |