Teacher strategies to use virtual learning environments to facilitate algebra learning during school closures

Abstract

After nationwide school closures due to COVID-19, virtual learning environments (VLE) have seen tremendous increase in usage. The current study identified teacher activities for orchestration using an Algebra VLE during school closures, and whether these activities were related to student achievement. In May 2020, we collected survey data on how 213 teachers were using a VLE for Algebra with 10,590 students, along with system logs and student achievement data. Results indicated that teachers made several changes to teacher strategies due to school closures, including allowing students more time to complete assignments. Multilevel modeling showed that teacher orchestration activities, particularly those related to regulation/management and awareness/assessment, were positively related to student achievement. We discussed the results and provided implications for practice (Q&A setting, assignment flexibility).

Keywords:

• Virtual learning environments
• teacher orchestration
• Algebra achievement
• COVID-19 pandemic

Acknowledgments

The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education.

Notes

1 The complete survey is available in the Open Science Framework site (https://osf.io/p2jrb/)

2 The code for model estimation is available in the Open Science Framework site (https://osf.io/p2jrb/)

3 Supplemental survey tables are available in the Open Science Framework site (https://osf.io/p2jrb/)

Additional information

Funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C160004 to University of Florida.

Notes on contributors

Walter L. Leite

Walter L. Leite is professor of Research and Evaluation Methodology at College of Education of University of Florida. His research interests are statistical methods for the evaluation of virtual learning environments.

Wanli Xing

Wanli Xing is assistant professor of Educational Technology at College of Education of University of Florida. His research focuses on how emerging technologies can deeply transform STEM education and online learning.

Gail Fish

Gail Fish, is Research Coordinator at University of Florida.

Chenglu Li

Chenglu Li is a doctoral student of Educational Technology at University of Florida. He specializes in learning analytics, artificial intelligence in education, and educational data mining.