Of the different communication channels assessed, higher frequencies of communication via ordinary mail and deposit and pick-up at school in particular were negatively associated with the outcome variables suggesting that relying on “analog” communication channels tended to fail to contribute to successful distance teaching. In contrast, the more frequent usage of digital communication channels, such as feedback and material distribution via e-mail, feedback via online platforms, or feedback via audio/video conferencing, was positively associated with the outcome variables. In primary school, the association with feedback via e-mail in particular had a relatively high variable importance. Additional factors that were relatively important as predictors for the outcome variables were the adaptation of work assignments depending on the students’ individual performance and additional exercises for high performing students, fixed consultation hours for teachers, and fixed availability times for students.
Schneider, R., Sachse, K. A., Schipolowski, S., & Enke, F. (2021). Teaching in Times of COVID-19: The Evaluation of Distance Teaching in Elementary and Secondary Schools in Germany. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.702406