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Lockdown Learning: Changes in Online Foreign-Language Study Activity and Performance of Dutch Secondary School Students During the COVID-19 Pandemic

van der Velde, Maarten, Sense, Florian, Spijkers, Rinske, Meeter, Martijn, van Rijn, Hedderik·2021·Frontiers in Education
DOI 10.3389/feduc.2021.712987

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Abstract

The COVID-19 pandemic caused lockdowns and sudden school closures around the world in spring 2020, significantly impacting the education of students. Here, we investigate how the switch to distance learning affected study activity and performance in an online retrieval practice tool used for language learning in Dutch secondary education. We report insights from a rich data set consisting of over 115 million retrieval practice trials completed by more than 133 thousand students over the course of two consecutive school years. Our findings show that usage of the tool increased substantially at the start of lockdown, with the bulk of study activity occurring on weekday mornings. In general, students’ progress through the material was largely unaffected by lockdown, although students from the highest educational track were somewhat more likely to be on or ahead of schedule than students from lower tracks, compared to the previous year. Performance on individual study trials was generally stable, but accuracy and response time on open answer questions went up, perhaps as a result of students being more focused at home. These encouraging findings contribute to a growing literature on the educational ramifications of distance learning during lockdown.

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FIGURE1 Comparison of French-language study activity during a regular school year (18/19) and the school year affected by COVID-19 (19/20), stratified by year group (columns) and education track (rows). Activity is measured through the number of trials completed per week. The shaded area marks the school closure period in the 19/20 school year. The change in activity during this period is shown as a percentage in each plot.
FIGURE1 Comparison of French-language study activity during a regular school year (18/19) and the school year affected by COVID-19 (19/20), stratified by year group (columns) and education track (rows). Activity is measured through the number of trials completed per week. The shaded area marks the school closure period in the 19/20 school year. The change in activity during this period is shown as a percentage in each plot.CC-BY · From the PDF
FIGURE2 (A) Distribution of study trials over the week during the school closure period (16 March -2 June) in both school years. The colour of each square shows how many trials were recorded in a learning session starting within a particular hour on a particular weekday, as a proportion of the entire week. (B) Change in distribution of study trials from the 18/19 school year to the 19/20 school year.
FIGURE2 (A) Distribution of study trials over the week during the school closure period (16 March -2 June) in both school years. The colour of each square shows how many trials were recorded in a learning session starting within a particular hour on a particular weekday, as a proportion of the entire week. (B) Change in distribution of study trials from the 18/19 school year to the 19/20 school year.CC-BY · From the PDF
FIGURE3 Progress through the French materials over time: the share of study trials pertaining to each textbook chapter as a percentage of all trials completed in a week. The school closure period in the 19/20 school year and the corresponding period in the previous year are marked by a dashed border. The change in trial share during this period is shown, per chapter, below each set of plots, where the dark-grey and light-grey bands indicate the variability between the two school years in the period preceding the lockdown (1 SD and 2 SD, respectively).
FIGURE3 Progress through the French materials over time: the share of study trials pertaining to each textbook chapter as a percentage of all trials completed in a week. The school closure period in the 19/20 school year and the corresponding period in the previous year are marked by a dashed border. The change in trial share during this period is shown, per chapter, below each set of plots, where the dark-grey and light-grey bands indicate the variability between the two school years in the period preceding the lockdown (1 SD and 2 SD, respectively).CC-BY · From the PDF
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CC-BY · From the PDF

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Citations

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Show all 6 references

Research works printed but not linked: 37

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Metadata

Authors
van der Velde, M., Sense, F., Spijkers, R., Meeter, M., & van Rijn, H.
Venue
Frontiers in Education
Publisher
Frontiers Media SA
Published
2021-08-03
Volume
6
ISSN
2504-284X
DOI
10.3389/feduc.2021.712987
Cited by
25
References
6
Licence
creativecommons.org/licenses/by/4.0/ (vor)

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CoChat. (2026). Citation check: Lockdown Learning: Changes in Online Foreign-Language Study Activity and Performance of Dutch Secondary School Students During the COVID-19 Pandemic. https://app.cochat.ai/papers/10.3389/feduc.2021.712987
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van der Velde, M., Sense, F., Spijkers, R., Meeter, M., & van Rijn, H. (2021). Lockdown Learning: Changes in Online Foreign-Language Study Activity and Performance of Dutch Secondary School Students During the COVID-19 Pandemic. Frontiers in Education. https://doi.org/10.3389/feduc.2021.712987