What is it about?

In this paper, we discuss how schools have used different technologies over time for remote learning during various crises, such as the COVID-19 pandemic, snowstorms, and earthquakes. We highlight that while online learning has been around for a long time, many schools were still unprepared for the sudden shift to remote learning during COVID-19. We suggest that to make online learning more effective, we need to learn from past experiences and address ongoing issues like teacher training and technology access.

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Why is it important?

This paper is important because it provides a historical perspective on K-12 online learning, showing that remote education during crises is not a new concept. By examining past instances of distance learning, we highlight persistent challenges and offer insights into how we can improve online education. The paper emphasizes the need to learn from previous experiences to better prepare for future disruptions, making it a valuable resource for educators, policymakers, and researchers aiming to enhance the effectiveness and resilience of K-12 online learning.

Perspectives

I enjoyed working on this paper with Michael K. Barbour, one of the leading K-12 online learning experts. Reviewing the history aspects was intriguing because it revealed how educational systems have repeatedly used various technologies for remote learning during crises. This historical perspective helped us understand the persistent challenges and opportunities in K-12 online learning, and it emphasized the importance of learning from past experiences to improve future implementations.

Professor of Instructional Technology Charles B. Hodges
Georgia Southern University

Read the Original

This page is a summary of: History Repeats, We Forget: Short Memories When It Comes to K-12 Distance Learning, Education Sciences, April 2025, MDPI AG,
DOI: 10.3390/educsci15040482.
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