Educational Inequality and COVID-19 Pandemic: Relationship between the Family Socio-Economic Status and Student Experience of Remote Learning

Bekova, SK; Terentev, EA; Maloshonok, NG

Educational Inequality and COVID-19 Pandemic: Relationship between the Family Socio-Economic Status and Student Experience of Remote Learning

Bekova, SK Terentev, EA Maloshonok, NG

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Publisher:: NATL RES UNIV HIGHER SCH ECONOMICS
Publication Type:: Journal Article
Citation:: Voprosy Obrazovaniya / Educational Studies Moscow, 2021, 2021, (1), pp. 74-92
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Bekova, SK
dc.contributor.author	Terentev, EA
dc.contributor.author	Maloshonok, NG
dc.date.accessioned	2023-12-11T23:58:06Z
dc.date.available	2023-12-11T23:58:06Z
dc.date.issued	2021-01-01
dc.identifier.citation	Voprosy Obrazovaniya / Educational Studies Moscow, 2021, 2021, (1), pp. 74-92
dc.identifier.issn	1814-9545
dc.identifier.issn	2412-4354
dc.identifier.uri	http://hdl.handle.net/10453/173799
dc.description.abstract	The urgent transition to remote learning in March 2020 revitalized the debate on the influence of new educational reality on inequality in education. A study was performed to measure the relationship between the diffficulties experienced by students during remote learning and their socio-economic status. Data from a nationwide survey of students administered in late March–early April 2020 by a team of researchers from a few Russian universities was used as empirical basis of this study. Results demonstrate significant differences in obstacles faced by students from families with different levels of income. Students from low-income families were the most likely to have technical and self‑regulation problems and to lack skills required for effective remote learning. Results indicate the importance of finding system-level solutions to ensure equal opportunities for students in remote learning, regardless of their socio-economic status.
dc.language	Russian
dc.publisher	NATL RES UNIV HIGHER SCH ECONOMICS
dc.relation.ispartof	Voprosy Obrazovaniya / Educational Studies Moscow
dc.relation.isbasedon	10.17323/1814-9545-2021-1-74-92
dc.rights	info:eu-repo/semantics/openAccess
dc.subject.classification	3901 Curriculum and pedagogy
dc.subject.classification	3903 Education systems
dc.title	Educational Inequality and COVID-19 Pandemic: Relationship between the Family Socio-Economic Status and Student Experience of Remote Learning
dc.type	Journal Article
utslib.citation.volume	2021
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
utslib.copyright.status	open_access	*
dc.date.updated	2023-12-11T23:58:05Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	2021
utslib.citation.issue	1

Abstract:

The urgent transition to remote learning in March 2020 revitalized the debate on the influence of new educational reality on inequality in education. A study was performed to measure the relationship between the diffficulties experienced by students during remote learning and their socio-economic status. Data from a nationwide survey of students administered in late March–early April 2020 by a team of researchers from a few Russian universities was used as empirical basis of this study. Results demonstrate significant differences in obstacles faced by students from families with different levels of income. Students from low-income families were the most likely to have technical and self‑regulation problems and to lack skills required for effective remote learning. Results indicate the importance of finding system-level solutions to ensure equal opportunities for students in remote learning, regardless of their socio-economic status.

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http://hdl.handle.net/10453/173799