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Was wissen wir über schulische Lehr-Lern-Prozesse im Distanzunterricht während der Corona-Pandemie?

Evidenz aus Deutschland, Österreich und der Schweiz


The review provides a systematic overview of the state of quantitative research on teaching and learning characteristics during school closures due to corona. The review comprises 97 online surveys conducted between 24th of March 2020 and 11th of November 2020 and covering 255,955 cases (students, parents, teachers, school leaders etc.). The analysis and synthesis of the findings was carried out along two models, the phase model of the research process and the "integrative model on distance education". The review makes clear that central aspects of teaching and learning during corona-based school closures in Spring 2020, such as distance learning characteristics (e.g. quality dimensions), student characteristics (e.g. self-sufficiency) and characteristics of home resources for learning (e.g. parental support) have already been the object of many surveys. The school situation during the corona pandemic is therefore no longer an unexplored phenomenon. Rather, the scientific ethos of researchers in this field demands that the current state of research needs to be considered in their work. The review presented here is intended to facilitate this task by not only listing the existing surveys, but also synthesizing their central findings. In addition, the review provides a relevant information basis for decisions and action in politics, administration and school practice. At the same time, the review warns against an unreflected adoption of the findings by critically discussing the scientific quality of the surveys.


Deutschland, Distance-Schooling, Kinder- und Jugendalter allgemein, Länderübergreifend, Lehrpersonen, (Literatur-)Review, Österreich, Schweiz


Helm, Christoph, Huber, Stephan, Loisinger, Tina (2021). Was wissen wir über schulische Lehr-Lern-Prozesse im Distanzunterricht während der Corona-Pandemie?. Evidenz aus Deutschland, Österreich und der Schweiz, Zeitschrift für Erziehungswissenschaft, 24, 1–75.

Zuletzt geändert am 22. Juli 2022.