North Carolina State University researchers released findings from an analysis of 284 different studies on the challenges and best practices for teaching K-12 classes online – an effort launched during the COVID-19 pandemic to help teachers and administrators as they transitioned rapidly to online instruction.
The researchers used the findings, which have now been published in Review of Educational Research, to develop a series of free, online and asynchronous professional development courses for teachers. The courses were provided online to more than 1,000 teachers during the early years of the pandemic.
