COVID study shows online learning is better for some subjects – futurity.org

Analysis of Online Education During the COVID-19 Pandemic: A Report on Sustainable Development Goal Implications

Introduction: Aligning Crisis Response with SDG 4 (Quality Education)

A recent study investigated the transition to online learning for university students in China during the 2020 COVID-19 lockdown. The research provides critical insights into the effectiveness of digital education platforms, directly addressing the targets of Sustainable Development Goal 4 (Quality Education), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, especially during global disruptions.

Key Findings and SDG Implications

Enhanced Learning Outcomes in Quantitative Subjects: Advancing SDG 4 and SDG 8

The study, which analyzed over 15,000 course records, revealed that the transition to online learning had a significant positive impact on student performance in specific areas, contributing to key development goals.

• Improved Academic Performance: Undergraduates demonstrated improved performance in reasoning-based subjects like mathematics, with scores increasing by an average of 8 to 11 points on a 100-point scale. This outcome supports SDG 4 by showing that digital modalities can enhance learning effectiveness.
• Self-Paced Learning Benefits: The online format allowed students to pause, rewatch lectures, and practice problems at their own pace, a method particularly effective for quantitative subjects.
• Skills for the Labor Market (SDG 8): By improving quantitative skills, the online learning model demonstrated a capacity to better equip students for the modern labor market, aligning with SDG 8 (Decent Work and Economic Growth).
• Varied Subject Effectiveness: In contrast, discussion-based courses such as English, which rely heavily on interpersonal interaction, benefited less from the online format, highlighting the need for tailored digital pedagogy.

The Impact of Public Policy on Education and Well-being: Intersections of SDG 3, SDG 4, and SDG 11

The research correlated educational outcomes with the stringency of government lockdown policies, revealing complex interactions between public health measures and sustainable development objectives.

• Mental Health and Well-being (SDG 3): Stricter stay-at-home orders were found to increase psychological stress among students, which in turn reduced the effectiveness of online learning. This finding underscores the importance of integrating mental health considerations (SDG 3: Good Health and Well-being) into crisis response policies.
• Environmental Factors and Learning: The negative psychological effects were partially offset by other measures. Workplace closures and public transportation suspensions created a more focused home study environment by reducing non-academic distractions. This suggests that policies affecting community mobility and structure (SDG 11: Sustainable Cities and Communities) have a direct impact on educational attainment.
• Parental Supervision and Equity (SDG 10): Increased parental presence at home due to work interruptions was correlated with better student focus and discipline. This highlights a socio-economic factor that could influence educational equity (SDG 10: Reduced Inequalities), as such benefits may not be evenly distributed across all households.

Policy Recommendations for Resilient and Sustainable Education Systems

The study’s conclusions offer a framework for educators and policymakers to build more resilient and effective education systems capable of withstanding future disruptions, in line with the Sustainable Development Goals.

1. Design Purpose-Built Digital Curricula (SDG 4): Educational institutions should move beyond simply transferring in-person lectures to video platforms. Instead, they must develop online courses that leverage digital tools, such as interactive exercises and on-demand video resources, to create an enhanced learning experience, particularly for analytical subjects.
2. Adopt Holistic Policymaking (SDG 3 & SDG 11): Governments must balance public health imperatives with educational and psychological well-being. Policies should be designed to minimize psychological stress while creating a supportive learning environment, thereby protecting both SDG 3 and SDG 4.
3. Promote Flexible and Context-Aware Education (SDG 4 & SDG 10): Future educational strategies, whether online or hybrid, must be flexible and designed with specific course material and student circumstances in mind. This approach is essential for ensuring that quality education remains inclusive and equitable, helping to prepare for future emergencies without compromising learning outcomes.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article primarily addresses issues related to the following Sustainable Development Goals (SDGs):

• SDG 4: Quality Education

  This is the most central SDG in the article. The research focuses entirely on education, specifically the quality, effectiveness, and outcomes of online learning versus in-person instruction at the university level. It examines how the shift to digital platforms during the COVID-19 pandemic affected student performance and learning environments, which is a core concern of SDG 4.

• SDG 9: Industry, Innovation and Infrastructure

  The article’s subject matter—the widespread and abrupt move to online learning—is fundamentally dependent on technology and digital infrastructure. The ability of nearly 8,000 students across nine universities to switch to online classes presupposes the existence of and access to information and communications technology (ICT). The discussion about designing effective online courses using “digital tools” also connects to the innovation aspect of this goal.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s content, the following specific SDG targets can be identified:

• Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

  The study analyzes the performance of undergraduates in China, which directly relates to the quality of tertiary education. The shift to online learning is presented as an alternative mode of accessing this education, and the article evaluates its quality by comparing student grades before and during the pandemic.

• Target 4.4: Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

  The article explicitly mentions the importance of “equipping students with quantitative skills essential for the labor market.” It finds that students performed better in math online, a key quantitative skill, directly linking the educational format to the development of job-relevant skills.

• Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

  The research is a direct evaluation of the effectiveness of different learning environments (in-person vs. online). It concludes that “well-structured online environments can enhance learning outcomes” and that factors like lockdown policies and parental presence shape the effectiveness of the home as a learning environment.

• Target 9.c: Significantly increase access to information and communications technology and strive to provide universal and affordable access to the Internet.

  The entire study is predicated on the availability of ICT for a large number of students. The successful transition of thousands of students to online learning, as described in the article, demonstrates significant access to the necessary technology and internet infrastructure, which is the goal of this target.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions and implies several indicators that can be used to measure progress:

• Student Performance and Test Scores

  The most direct indicator mentioned is the change in student scores. The article states that students were “improving their scores by about eight to 11 points on a 100-point scale” in math. This quantitative data is a clear indicator of learning outcomes and the effectiveness of the educational method, relevant to Targets 4.3 and 4.4.

• Comparative Effectiveness of Learning Modes by Subject

  The article provides an indicator of quality by comparing the effectiveness of online learning for different subjects. It notes that online learning “worked especially well for reasoning-based subjects such as mathematics” but that courses like English “benefited much less from the online format.” This differentiation serves as an indicator for evaluating the quality and suitability of online learning environments (Target 4.a).

• Impact of External Policies on Learning Outcomes

  The study uses the strictness of lockdown policies as a variable affecting educational outcomes. The finding that “stricter stay-at-home orders issued by the government raised psychological stress and reduced the effectiveness of online learning” serves as an indicator of how external social conditions and policies impact the learning environment (Target 4.a).

• Availability and Use of Digital Learning Infrastructure

  The scale of the study—analyzing “more than 15,000 course records from nearly 8,000 students across nine universities”—implicitly indicates widespread access to and use of ICT for education. The successful implementation of large-scale online learning is itself an indicator of progress towards Target 9.c.

4. Table of SDGs, Targets, and Indicators

Source: futurity.org