Chapter 6: Turning Around Just Got Harder: Understanding the Capacity for Remote Learning in Rural Turnaround Districts¹

Internet connectivity,device access,and technology support are all critical elements of remote learning. Students require adequate Internet speed to access course materials, complete assignments, and interact with teachers and classmates. Internet speed affects the extent to which students can effectively engage in remote learning. While slower speeds may permit the use of email and downloading of materials, faster speeds are required for more bandwidthintensive activities such as videoconferencing (Chandra et al., 2020). Students also need access to suitable devices during remote learning. While devices take many forms, including smartphones, tablets, laptops, and desktops, the number and type of devices in the household has a bearing on the quality of remote learning (Moore et al., 2018). One study conducted in higher education found that students rated computers high in usability and rated smartphones significantly lower (Wilson, 2017). In other words, relying on a smartphone may impact students' engagement in remote learning. Additionally, technology support is needed to help students use virtual classroom platforms and to troubleshoot technical issues that arise. One study from higher education found that technology support not only contributed to student satisfaction but technical issues may have implications for students' grades (Johnston et al., 2005). Overall, without requisite access to the Internet, devices, and technology support, students may not be able to fully engage in remote learning, which may result in learning loss (Chandra et al., 2020).