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What is Comprehensive Distance Learning

Handbook of Research on Implementing Inclusive Educational Models and Technologies for Equity and Diversity
Comprehensive Distance Learning includes multimedia etc. communication and blended learning strategies, not solely digital/online learning. Students engaging in Comprehensive Distance Learning have access to standards-based, grade level-or-beyond Asynchronous educational materials. Schools engaging in Comprehensive Distance Learning will focus on closing persistent gaps and inequities while maintaining high expectations for students and staff.
Published in Chapter:
The COVID-19 Pandemic and Teaching and Learning: Teachers' Perspectives on Providing Online Social Support and Academic Instruction in the USA
Heather H. McClure (University of Oregon, USA), Claudia G. Vincent (University of Oregon, USA), Rita Svanks (University of Oregon, USA), Darren C. Reiley (Center for Dialogue and Resolution, USA), and Brion Marquez (University of Oregon, USA)
DOI: 10.4018/979-8-3693-0453-2.ch009
The authors present United States high school personnel perspectives on providing social support and academic instruction through a comprehensive distance learning (CDL) model during the COVID-19 pandemic. They use grounded theory methods to analyze focus group data and an iterative coding process to assess convergence and divergence of the data. Results highlight magnified disparities in students' access to distance-learning, the impacts of teachers' various social and technological connection strategies, teachers' ongoing integration of restorative practices, students' academic motivation, challenges with key components of instructional effectiveness, and the benefits of balancing social and academic supports. The authors provide recommendations for promoting equitable student engagement and motivation by tailoring academic content to students' lived experiences, re-evaluating assessment, and integrating social-emotional and academic supports at the high school level.
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