New Norm, Old Obstacles: The Impact of Distance Learning on Student Agency during the Covid-19 Pandemic
Bibliographic record
Abstract
Mandatory distance learning implemented during the COVID-19 pandemic has produced a new educational landscape for elementary students. Working- and middle-class students have had to meet new expectations around class attendance, homework, and time management, and some are now responsible for overseeing their own education. This study examines students’ agentive expressions and perceptions of time to explore the effects of these expectations, and to contribute to a discussion about the implications of distance learning. Through participant observation and interviews with elementary school students across four Southern California school districts, this study offers insights into how students conceptualize their new role in their education and it provides concrete examples of how this manifests day-to-day. Students from ages five to thirteen learning from home, especially those with limited assistancefrom guardians throughout the school day, have new responsibilities and a greater sense of “their time,” through which they simultaneously discover and establish their position as agents in their education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".