This mixed methods study explored the perceptions of high school students towards online learning during the COVID-19 pandemic by examining the factors that affected their academic achievement. The survey results revealed that a lack of social presence contributed to students’ disengagement from online learning, affecting their academic performance. A qualitative thematic analysis approach was applied to analyze open-ended questions. The findings from this study demonstrated the importance of giving voice to students and learning from their experiences with online learning during the pandemic. Specifically, this study focused on understanding how students perceived the transition to online learning and how their experiences with online learning affected student learning outcomes.

The COVID-19 pandemic impacted the schooling processes in K-12 systems. Principals navigated many challenges both during remote online learning and after returning to in-person education. This study explored the processes that 11 charter high school principals experienced during the pandemic. Using thematic analysis of interview data from 11 school principals, researchers aimed to understand how urban school principals’ perceptions towards online education practices in underprivileged communities have changed towards both online learning and schooling in general during the covid-19 pandemic. The goal of this examination is to then make recommendations for systemic reform. Five themes emerged: 1) school principals’ differing experiences with online learning during the pandemic, 2) challenges and opportunities in transitioning to online learning during the pandemic, 3) equity problems, 4) perspectives of school principals on online learning during the pandemic, and 5) shifts in school principals’ perceptions of online learning. Findings suggest important implications for principals, district leaders, policymakers, and researchers.