Relevant bibliographies by topics / Computer supported work

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Computer supported work'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Computer supported work"

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Palmer, T. D., and N. A. Fields. "Computer supported cooperative work." Computer 27, no. 5 (1994): 15–17. http://dx.doi.org/10.1109/2.291295.

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Whittington, David. "Computer-supported cooperative work." Information and Software Technology 36, no. 12 (1994): 753. http://dx.doi.org/10.1016/0950-5849(94)90049-3.

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Greif, Irene, Bill Curtis, Herb Krasner, Thomas W. Malone, and Ben Shneiderman. "Computer-supported cooperative work (panel)." ACM SIGCHI Bulletin 17, SI (1986): 227–28. http://dx.doi.org/10.1145/30851.275634.

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Jessup, Leonard M., Joy L. Egbert, and Terry Connolly. "Understanding Computer-Supported Group Work." Journal of Research on Computing in Education 28, no. 2 (1995): 190–208. http://dx.doi.org/10.1080/08886504.1995.10782160.

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Greif, Irene, Bill Curtis, Herb Krasner, Thomas W. Malone, and Ben Shneiderman. "Computer-supported cooperative work (panel)." ACM SIGCHI Bulletin 18, no. 4 (1987): 227–28. http://dx.doi.org/10.1145/1165387.275634.

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Dustdar, S. "Multimedia computer-supported cooperative work." IEEE Multimedia 7, no. 4 (2000): 24–25. http://dx.doi.org/10.1109/mmul.2000.895151.

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Eriksson, Inger, and Pekka Reijonen. "Training computer-supported work by simulation." Education and Computing 6, no. 1-2 (1990): 129–36. http://dx.doi.org/10.1016/s0167-9287(05)80060-3.

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Wilson, Paul. "Computer supported cooperative work: an overview." Intelligent Tutoring Media 1, no. 3 (1990): 103–16. http://dx.doi.org/10.1080/14626269009408268.

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SÖNTGENS, KIRSTEN. "Computer Supported Collaborative Work (CSCL 1999)." ReCALL 12, no. 1 (2000): 109–11. http://dx.doi.org/10.1017/s095834400000121x.

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The third bi-annual CSCL (Computer Support for Collaborative Learning) conference took place at Stanford University, Palo Alto, California and was by European standards a huge conference, but apparently by American standards it was considered to be small. It was my first attendance at an International conference in the USA and I was quite overwhelmed by the size and beauty of the Campus at Stanford, but also by the very smooth organisation of a conference where everything, from registration, payment and paper submission to the publication of all papers was done on-line. The theme of the conference was ‘Designing New Media for a New Millennium: Collaborative Technology for Learning, Education and Training’.
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Lim, John, Yin Ping Yang, and Yingqin Zhong. "Computer-Supported Collaborative Work and Learning." International Journal of Web-Based Learning and Teaching Technologies 2, no. 4 (2007): 40–71. http://dx.doi.org/10.4018/jwltt.2007100104.

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Dissertations / Theses on the topic "Computer supported work"

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Haroutunian, George V. "Security aspects of computer supported collaborative work." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1993. http://handle.dtic.mil/100.2/ADA275638.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, September 1993.<br>Thesis advisor(s): Tung X. Bui ; Roger Stemp. "September 1993." Bibliography: p. 75-78. Also available online.
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Nilsson, Cindy. "Computer-Supported Cooperative Work and Embodied Social Interaction." Thesis, University of Skövde, School of Humanities and Informatics, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-903.

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<p>Research in Computer-Supported Cooperative Work (CSCW) has identified a gap - the, so called, social-technical gap - between the wide range of human social interactions that CSCW ideally should support and what current technology actually does support. At the same time recent work in cognitive science and CSCW has begun to elucidate the multifarious roles that the body plays in cognitive processes as well as many forms of social interaction, e.g. gestures, pointing, eye-contact and bodily mimicry. The aim of this dissertation has been to analyse to what degree different aspects of embodied social interaction are supported by different types of synchronous, remote location CSCW technology, and to develop recommendations for future development concerning aspects of embodiment. For this purpose, a number of crucial aspects of embodied social interaction have been identified and about twenty CSCW systems - both research prototypes and commercial systems - have been analysed with respects to how well they support these different aspects. The analysis shows that most CSCW systems only support a very limited range of aspects of embodied social interaction.</p>
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Maarof, M. A. B. "Integrating security services into computer supported cooperative work." Thesis, Aston University, 2000. http://publications.aston.ac.uk/7989/.

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This research describes the development of a groupware system which adds security services to a Computer Supported Cooperative Work system operating over the Internet. The security services use cryptographic techniques to provide a secure access control service and an information protection service. These security services are implemented as a protection layer for the groupware system. These layers are called External Security Layer (ESL) and Internal Security Layer (ISL) respectively. The security services are sufficiently flexible to allow the groupware system to operate in both synchronous and asynchronous modes. The groupware system developed - known as Secure Software Inspection Groupware (SecureSIG) - provides security for a distributed group performing software inspection. SecureSIG extends previous work on developing flexible software inspection groupware (FlexSIG) Sahibuddin, 1999). The SecureSIG model extends the FlexSIG model, and the prototype system was added to the FlexSIG prototype. The prototype was built by integrating existing software, communication and cryptography tools and technology. Java Cryptography Extension (JCE) and Internet technology were used to build the prototype. To test the suitability and transparency of the system, an evaluation was conducted. A questionnaire was used to assess user acceptability.
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Barbosa, Alvaro. "Displaced soundscapes computer supported cooperative work for music applications." Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/991339223/04.

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Ayala-Bush, Mary T. (Mary Theresa). "Group Decision-Making in Computer-Supported Cooperative Work Environments." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277771/.

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Computer-Support Cooperative Work (CSCW) reflects the change in emphasis from using computers to solve problems to using computers to facilitate human interactions. Most studies, however, have focused on the use of the technology rather than on the human-human interaction (HHI) in these environments due to: the varied perspectives of the investigators; and the lack of a consistent variables. Although numerous studies exist on a variety of products, only limited research has been conducted with the most prevalent of the technologies in the marketplace, Lotus Notes™. This field study, conducted using Lotus Notes™, operationalizes a model proposed, but not tested, for the study of group decision-making in CSCW environments put forth by Kraemer and Pinsonneault (1990). This study examines the use of CSCW in the group decision-making process, the participation rate for group decision-making in CSCW environments, and the criteria for determining quality in group decisions in CSCW environments. The study also proposes a new perspective for examining technology using the human context, recommends extensions for the group study framework and explores areas for future research.
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Li, Weidong. "A computer-supported participative design jury." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B32121556.

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Li, Weidong, and 李衛東. "A computer-supported participative design jury." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B32121556.

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Heaton, Lorna. "Culture in design, the case of computer-supported cooperative work." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq26791.pdf.

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Harvey, Paul. "Research into a general framework for computer supported cooperative work." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307803.

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Wiechert, Thorsten Reinhard. "Implementation of augmented reality technology for computer supported collaborative work." Thesis, Linköpings universitet, Industriell ekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-129446.

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Rapid developments in computer and wireless communication technology have led to the proposition of a 4th industrial revolution. With the wireless communication capabilities of emerging technologies, cyber-physical-systems aim to connect people, objects, and services in the internet of things. A research field within this development is computer supported collaborative work. One particular technology used to achieve this is augmented reality. It allows the augmentation of additional digital information into a perceived real environment. Adopting an innovation or technology does not always produce the desired benefits for companies. In many cases a technology is adopted, but not implemented sufficiently. This dilemma creates an interesting starting point for research. The emerging technology of augmented reality is therefore an adequate object to be studied in the context of implementation of a new technology or innovation. The aim of this study is to describe and analyse characteristics of the implementation of an augmented reality remote collaboration technology in the adaptation stage. From existing theory, a model is developed that contains the four categories obstacles, incentives, support factors, and expected benefits. This model is applied to empirical data to identify factors that fall into the corresponding categories and to analyse how they influence the implementation process of the studied technology. Data is gathered from empirical illustrations originating from different sources of evidence as a bricolage. Empirical data is first classified with the developed model and then interpreted with singular and comprehensive analysis to conjoin the insights. The findings indicate that the two factors perceived usefulness and perceived ease of use play a central role in supporting the innovation implementation process, as well as in discrepancies of perception that occur between management and users. In the perception of ease of use, scalability and the characteristics of the conducted task itself play a central role. Regarding the context of industry 4.0, availability of internet connectivity, a passive stance towards obstacles, and EU data secrecy legislation are the biggest obstacles. Another important relationship has been discovered between financial resources availability, training, and the development of skills and knowledge for innovation use. Furthermore, it was found that a high learning curve supports the effectiveness of training measures. Expected benefits are mainly of economic character.
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Books on the topic "Computer supported work"

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Borghoff, Uwe M., and Johann H. Schlichter. Computer-Supported Cooperative Work. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-662-04232-8.

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Ye, Yiming. Agent Supported Cooperative Work. Springer US, 2003.

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Paul, Wilson. Computer supported cooperative work: An introduction. Intellect, 1991.

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Wilson, Paul. Computer Supported Cooperative Work:: An Introduction. Springer, Kluwer Academic Publishers (in USA and Canada), 1991.

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Wilson, Paul. Computer supported cooperative work: An introduction. Intellect, 1991.

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1946-, Bock Geoffrey, ed. Groupware: Software for computer-supported cooperative work. IEEE Computer Society Press, 1992.

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Haroutunian, George V. Security aspects of computer supported collaborative work. Naval Postgraduate School, 1993.

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Shen, Weiming, Junzhou Luo, Zongkai Lin, Jean-Paul A. Barthès, and Qi Hao, eds. Computer Supported Cooperative Work in Design III. Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-72863-4.

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Shen, Weiming, Zongkai Lin, Jean-Paul A. Barthès, and Tangqiu Li, eds. Computer Supported Cooperative Work in Design I. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11568421.

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Sun, Yuqing, Tun Lu, Zhengtao Yu, Hongfei Fan, and Liping Gao, eds. Computer Supported Cooperative Work and Social Computing. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-1377-0.

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Book chapters on the topic "Computer supported work"

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Borghoff, Uwe M., and Johann H. Schlichter. "Computer-Supported Cooperative Work." In Computer-Supported Cooperative Work. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-662-04232-8_2.

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Leitner, Gerhard. "Why Is It Called Human Computer Interaction, but Focused on Computers Instead?" In Computer Supported Cooperative Work. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23093-1_2.

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Shekhar, Shashi, and Hui Xiong. "Computer Supported Cooperative Work." In Encyclopedia of GIS. Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-35973-1_166.

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Power, Richard, and Lorella Carminati. "Computer Supported Cooperative Work." In Cooperation Among Organizations. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-84871-1_2.

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Schmidt, Kjeld. "Riding a Tiger, or Computer-Supported Cooperative Work (1991)." In Computer Supported Cooperative Work. Springer London, 2008. http://dx.doi.org/10.1007/978-1-84800-068-1_2.

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Rüdebusch, Tom. "Computer—Supported Cooperative Work (CSCW)." In CSCW. Deutscher Universitätsverlag, 1993. http://dx.doi.org/10.1007/978-3-322-87883-0_2.

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Fielden, Kay. "Balancing at the Edge of Chaos in a Sociotechnical World." In Computer Supported Cooperative Work. Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0411-7_10.

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Wulf, Volker, Kjeld Schmidt, and David Randall. "Introduction: Meeting the Challenge of Change." In Computer Supported Cooperative Work. Springer London, 2015. http://dx.doi.org/10.1007/978-1-4471-6720-4_1.

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De Michelis, Giorgio. "Interaction Design at Itsme." In Computer Supported Cooperative Work. Springer London, 2015. http://dx.doi.org/10.1007/978-1-4471-6720-4_10.

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Cabitza, Federico, and Carla Simone. "Building Socially Embedded Technologies: Implications About Design." In Computer Supported Cooperative Work. Springer London, 2015. http://dx.doi.org/10.1007/978-1-4471-6720-4_11.

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Conference papers on the topic "Computer supported work"

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Stasz, Cathleen, and Tora K. Bikson. "Computer-supported cooperative work." In the 1986 ACM conference. ACM Press, 1986. http://dx.doi.org/10.1145/637069.637111.

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Buckner, Richard Lee. "Computer supported cooperative work (abstract)." In the 1995 ACM SIGCPR conference. ACM Press, 1995. http://dx.doi.org/10.1145/212490.213717.

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Greif, Irene, Bill Curtis, Herb Krasner, Thomas W. Malone, and Ben Shneiderman. "Computer-supported cooperative work (panel)." In the SIGCHI/GI conference. ACM Press, 1987. http://dx.doi.org/10.1145/29933.275634.

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Neale, Dennis C., John M. Carroll, and Mary Beth Rosson. "Evaluating computer-supported cooperative work." In the 2004 ACM conference. ACM Press, 2004. http://dx.doi.org/10.1145/1031607.1031626.

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Mansour, Osama. "Social media at work." In CSCW '12: Computer Supported Cooperative Work. ACM, 2012. http://dx.doi.org/10.1145/2141512.2141618.

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Goggins, Sean P., and Isa Jahnke. "Computer supported collaborative learning at work." In the 16th ACM international conference. ACM Press, 2010. http://dx.doi.org/10.1145/1880071.1880151.

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Poltrock, Steven, and Jonathan Grudin. "Computer supported cooperative work and groupware." In Conference companion. ACM Press, 1994. http://dx.doi.org/10.1145/259963.260448.

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Cosley, Dan. "Session details: Performing crowd work." In CSCW'14: Computer Supported Cooperative Work. ACM, 2014. http://dx.doi.org/10.1145/3255605.

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Sarcevic, Aleksandra. "Session details: Work in hospitals." In CSCW'14: Computer Supported Cooperative Work. ACM, 2014. http://dx.doi.org/10.1145/3255606.

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Poltrock, Steve. "Session details: Work and Work Environments." In CSCW '16: Computer Supported Cooperative Work and Social Computing. ACM, 2016. http://dx.doi.org/10.1145/3260436.

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Reports on the topic "Computer supported work"

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Parsons, Charles, and Dennis Nagao. Distributed Computer-Supported Team Work: A Reasearch Paradigm. Defense Technical Information Center, 1989. http://dx.doi.org/10.21236/ada268572.

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Kaiser, Gail E. Atlantis: An Open Architecture for Synergy of Process-Centered Environments and Computer-Supported Cooperative Work. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada347024.

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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, 2021. http://dx.doi.org/10.51420/report.2020.1.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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