Using data from a computer-based formative feedback system, we compare learning gains in the 8 weeks of school closures related to the COVID-19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second-order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While secondary school pupils remain largely unaffected by the school closures in terms of learning gains, for primary school pupils learning slows down and at the same time interindividual variance in learning gains increases. Distance learning arrangements seem an effective means to substitute for in-person learning, at least in an emergency situation, but not all pupils benefit to the same degree.

中文翻译：

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中小学面对面学习与远程学习的教育收益：瑞士 COVID-19 大流行学校停课期间的自然实验

使用来自基于计算机的形成性反馈系统的数据，我们将与瑞士 COVID-19 大流行相关的学校关闭 8 周的学习收益与这些学校关闭前 8 周的学习收益进行比较。N的数学和语言的学校表现 = 28,685 名学生在二阶分段潜在增长模型中建模，在所调查的两个时期内具有严格的测量不变性。虽然中学生在学习收益方面基本上不受学校停课的影响，但对于小学生来说，学习速度减慢，同时学习收益的个体间差异增加。远程学习安排似乎是替代面对面学习的有效手段，至少在紧急情况下是这样，但并非所有学生都受益于相同程度。