The 2020 COVID-19 pandemic has been the ultimate stress test for communication technologies, online learning methods, digital pedagogies, students and educators as the world faced school closures and emergency online learning situations during the pandemic lockdowns. There has been an influx in communication tools, digital paradigms, and teaching methodologies in addition to relying on existing digital tools and methods to continue students' education while unable to meet in person. The level of remote learning and digital movement is unprecedented and the results have been varied and illuminating. Research has been conducted on student attitudes in the immediate aftermath of the emergency transition, on specific teaching tools, and on remote instruction in regards to learning outcomes, but the long term effects of the unprecedented circumstances of COVID-19 lockdowns on student’s educational development and prospects are still unknown. There are also the existing privacy and safety concerns for digital tool interaction that extend to education that have been exacerbated by the emergency transition. This paper will explore and evaluate the current state of online learning and the digital tools that facilitate it, as well as the recent developments in remote learning due to the emergency transition to online learning. It also aims to evaluate the effects on a student's quality of education and wellbeing.


Spring 2024




Dr. Armeda Reitzel

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