Autor(es): Chen, Li-Kai ; Dorn, Emma ; Sarakatsannis, Jimmy ; Wiesinger, Anna
Organisation(s): McKinsey & Company (USA)
Pages: 10 p.
Although teachers around the world have different styles and standards for learning, there is one thing on which they seem to agree: a computer is no match for a classroom as a place for kids to learn. While many continue to teach students online because of the COVID-19 pandemic—and may be understandably reluctant to return to in-person instruction until they feel safe—the majority of those polled in a new McKinsey survey said that the remote learning experienced over the past year is a poor substitute for being back in the classroom. We asked teachers in eight countries to rate the effectiveness of remote learning when it was first rolled out in response to school shutdowns between March and July of 2020. They gave it an average score of five out of ten. 1 The grades were especially harsh from teachers in Japan and the United States, where nearly 60 percent rated the effectiveness of remote learning at between one and three out of ten. That barely beats skipping school altogether. While the quality and support systems around remote learning have likely improved since the start of the pandemic, this is still a striking indictment.