{"id":1400,"date":"2026-08-30T22:53:57","date_gmt":"2026-08-30T12:53:57","guid":{"rendered":"https:\/\/childrensvoicesconference.csu.domains\/2026\/?p=1400"},"modified":"2026-08-30T22:53:57","modified_gmt":"2026-08-30T12:53:57","slug":"cvc2026-697","status":"publish","type":"post","link":"https:\/\/childrensvoicesconference.csu.domains\/2026\/cvc2026-697\/","title":{"rendered":"CVC2026-697 \u2013 Did remote learning change anything? Student outcomes and the reality of post-pandemic pedagogy"},"content":{"rendered":"<div class=\"cvc-hero alignfull\">\n  <span class=\"cvc-chip\">Presentation \u2013 CVC2026-697<\/span>\n<\/div>\n<h1 class=\"wp-block-heading has-text-align-left\">Did remote learning change anything? Student outcomes and the reality of post-pandemic pedagogy<\/h1>\n<p class=\"wp-block-paragraph\">\n<div class=\"cvc-authors\">\n<p><strong>Kelly Maloney, <\/strong>California Lutheran University, United States<\/p>\n<\/div>\n<p class=\"wp-block-paragraph\">\n<div class=\"ast-oembed-container \" style=\"height: 100%;\"><iframe title=\"CVC2026-697 Did remote learning change anything? Student outcomes and the reality of post-pandemic p\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/StbauF07JPE?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<\/p>\n<p class=\"wp-block-paragraph\">\n<p><strong>Background: <\/strong>The COVID-19 pandemic forced an unprecedented shift to remote learning, often framed as expanding access and inclusion. Yet whether this improved learning experiences\u2014especially for marginalised groups\u2014remains unclear. Much existing research centres on perceptions rather than longitudinal outcomes, leaving critical questions about who benefited and who did not.<\/p>\n<p><strong>Aim: <\/strong>This study investigates whether remote learning meaningfully changed student outcomes and how these changes differed across student populations. It examines whether shifts in grade distributions and attendance reflect improved access, persistent inequities, or a complex post-pandemic reality.<\/p>\n<p><strong>Method\/approach:<\/strong> A quantitative causal-comparative design analysed archival data from a Midwestern public high school (2018\u20132022), including approximately 49,000 grades and multi-year attendance records. Chi-square and ANOVA tests assessed differences across instructional periods and groups. All data were de-identified and approved through institutional protocols.<\/p>\n<p><strong>Results\/findings: <\/strong>Statistically significant differences in grades and attendance emerged across periods, but effect sizes were small and patterns remained stable. Disruption was evident\u2014especially increased failures and lower attendance during remote learning\u2014while subgroup differences revealed uneven experiences across student populations.<\/p>\n<p><strong>Conclusion: <\/strong>Remote learning did not fundamentally transform outcomes but revealed how differently students experience schooling. These findings challenge assumptions that changing instructional modality alone improves inclusion, pointing instead to structural supports and learning conditions shaping success.<\/p>\n<p><strong>Implications for children and families: <\/strong>You learn best when you feel supported and included. Whether school is online or in person, what matters most is that it works for you and helps you succeed.<\/p>\n<p><strong>Implications for practitioners:<\/strong> You need to design learning environments that support different students in different ways, rather than relying on delivery format alone to drive success.<\/p>\n<p><strong>Keywords<\/strong><strong>:<\/strong> post-pandemic pedagogy, remote learning, student outcomes, educational equity, inclusion, special education, English language learners<\/p>\n<p><strong>This presentation relates to the following <\/strong><a href=\"https:\/\/sdgs.un.org\/goals\/goal9\"><strong>United Nations Sustainable Development Goals:<\/strong><\/a><\/p>\n<ul class=\"cvc-sdgs\">\n<li><a href=\"https:\/\/sdgs.un.org\/goals\/goal4\">SDG 4: Quality Education<\/a><\/li>\n<\/ul>\n<p class=\"wp-block-paragraph\">\n","protected":false},"excerpt":{"rendered":"<p>Kelly Maloney, California Lutheran University, United States<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"closed","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center 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