Learning in Troubled Times: Parents’ Perspectives on Emergency Remote Teaching and Learning (original) (raw)

Teachers' Perception of Emergency Remote Learning in Portugal During Covid-19 Pandemic

TOJET: The Turkish Online Journal of Educational Technology, 2022

The COVID-19 pandemic has highly impacted our society, particularly educational professionals, on their daily routines and changing the way they work. COVID-19 spread quickly, and we had to take urgent action on closing schools so teachers would continue to teach their students and put stringent measures such as national lockdowns and social distancing initiatives. The present study aims to understand teachers' perceptions regarding the operationalization of Emergency Remote Learning in Portuguese schools. The study also seeks to measure differences in satisfaction level, attitudes, and challenges across teaching methodology adopted by teachers. It will be used as a quantitative study, using a survey as a technical procedure for data collection to meet the proposed objectives. Data collection lasted two months, implemented through the availability of the study online on social networks, for teachers to respond voluntarily. Findings show that the COVID-19 pandemic and social distancing requirement has presented undue challenges for all education stakeholders, especially teachers. The teachers felt exhausted, but they recognized that the Technology has made a significant contribution and showed a willingness to learn more to integrate technologies into their practice and recognize the importance of this being done effectively.

Parents’ Perspectives on Remote Learning in the Pandemic Context

Sustainability

In the spring of 2020, when the entire education system worldwide switched to distance learning, parents became key learning agents, helping students to understand how to continue learning, how to use digital solutions and how to support students in this process. This article summarizes parents’ views on the distance learning process and the challenges they faced. This is part of a larger study carried out within the project “Life with COVID-19: Evaluation of the overcoming coronavirus crisis in Latvia and recommendations for social resilience in the future” (CoLife), which was launched in Latvia in the summer of 2020 and analyzed what digital learning tools schools can use to support students in their learning. Parents’ views on 738 school-age children (313 responses about 1st–4th graders; 362 responses for 5th–9th graders and 63 responses for 10th–12th graders) were obtained, and the main conclusions were that after parents became learning agents, they would have liked more suppor...

Educators by proxy: Emergency remote teaching and learning in the voice of parents

Frontiers in Education, 2023

IntroductionThe COVID-19 pandemic led educational systems worldwide to transpose activities planned for face-to-face education to mediated contexts - through what is known as Emergency Remote Teaching and Learning (ERTL). This posed unprecedented challenges to schools, teachers, families, and students. In this context, it was relevant to describe and understand how parents perceived this process, including what challenges to themselves and their children they faced and what advantages they acknowledged in the process. The present study focuses on Portuguese parents’ views on this process.MethodsData were gathered in April and May 2020 through an online questionnaire answered by 184 parents of preschool, basic, and secondary education students (ages 3–18). The present paper presents data from open questions analyzed by deductive and inductive content analysis using MaxQDA.Results and discussionResults evidence three overarching themes: equity, parental labor, and the meaning of schoo...

Remote education: parents' challenges in teaching during the pandemic

Revista Brasileira de Saúde Materno Infantil, 2021

Objectives: to characterize the teaching-learning process of children in early childhood taught by their parents and/or caregivers in remote educational mode, in different social contexts, during the COVID-19 pandemic. Methods: a bibliographic study was carried out through a qualitative research in three VHL, Lilacs and Scielo databases. The descriptors Children, Pandemic, Caregivers, Distance education and Mental health were used. The sample was composed of 35 materials. Results: it was observed that countries presented problems in its educational system and that their situation also aggravated, such as in Brazil. Schools should try to mitigate the impact of the confinement, based on the recommendations that aim to consolidate what has been learned and interrupt the teaching of new content, eliminating the pressure on parents and guardians who assist students at this time. It is known that there is a lack of preparation of these caregivers, since the vast majority do not have mater...

Parents' Opinions about their Children's Distance Learning during the First Wave of the Covid-19 Pandemic

c. e. p. s. Journal, 2021

• Due to the Covid-19 pandemic, distance education became the only official form of instruction in all schools in Croatia for a period commencing 16 March 2020. This situation changed the expectations, roles and responsibilities of parents with regard to the teaching and learning process of their children. Understanding parents' experiences during school closure is important for the development of recommendations for similar situations. This paper presents part of the results of an online survey investigating the opinions of 1,205 parents of primary school children on various aspects of distance education. The responses were analysed by researchers using the thematic analysis approach. The initial answers of parents regarding the positive and negative aspects of education during the lockdown were grouped into categories. The results indicate that distance education positively contributed to the development of children's selfregulated learning and to providing greater parental support in learning, as well as empowering children in using ICT. Parents emphasise positive changes in the quality of family relationships, which are partly the consequence of joint learning with their children and partly due to changes in the way of life during the lockdown. Negative aspects can be divided into two general categories, the first of which is linked to children (e.g., lack of support from school, lack of children's interest in learning), while the second refers to the challenges faced by parents (e.g., fear of school failure, undertaking the double role of custodian and teacher). The findings suggest the need for the development of recommendations that would provide support for parents and children in situations where the teaching and learning process take place in an online environment.

Parental experiences during remote education in Paraguay: a comparison between the beginning and the end of 2020

South Florida Journal of Development

During 2020 education underwent significant changes due to the abrupt interruption of face-to-face instruction around the world due to the impact of the COVID-19 pandemic. This study presents a comparison of parent’s perspectives in Paraguay during two periods, at the beginning and at the end of the school year. A sample of 505 parents participated in the first phase, and 202 in the second phase. Data were collected through online questionnaires in both phases. The results show that parents were forced to purchase electronic devices, mainly computers, to respond to certain school activities, despite the economic recession of the pandemic moment. WhatsApp played a very important role at the beginning of remote classes, both to maintain communication and/or send academic assignments. However, by the end of 2020 the use of digital educational platforms was widespread as reported by parents. Support of school activities was carried out by mothers for the most part. Difficulties evidence...

Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time?

Frontiers in Psychology

The COVID-19 pandemic challenged countries, regions, schools, and individuals. School closures due to lockdowns forced changes in the teaching practices and the learning support provided to children at home. This study aimed to provide insights on the changes between the first and the second lockdowns in Portugal, concerning remote teaching practices and family support to children's education. A self-report questionnaire was filled by 144 parents of third grade students. The results show that, between the two lockdowns, there was a significant decrease in the amount of support provided at home to school assignments and activities, as well as in the amount of time spent by students in TV broadcasted lessons and in reading training supported by the family. Inversely, families reported a significant increase in the amount of time spent by students in independent reading activities and in the time spent in training reading guided by teachers. The number of synchronous lessons with a...

Italian parents’ perception about learning practices and educational effectiveness of remote schooling during the first lockdown

Qwerty. Open and Interdisciplinary Journal of Technology, Culture and Education, 2021

The abrupt interruption of face-to-face educational activities imposed by the Italian Government in response to the Covid-19 emergency required a rapid switch to remote schooling to guarantee continuity in education. This paper explores the family’s perception about the organization of remote schooling and its impact on learning. In particular, the authors investigated the technology used and the strategies adopted by the teachers to face the challenges posed by this rapid change in the educational paradigm through an online survey carried out between May and June 2020. More than 19,000 families answered the survey for a total of 32,000 children, highlighting a favorable evaluation from the parents. The analyses confirm that several factors linked to the technology used and instructional learning design signif icantly impacted the parents’ evaluation.

Parents' Beliefs and Attitudes on Their Children's Distance Education Performance during the COVID-19 Pandemic in Greek Preschool Settings

2021

Background: Current research and the bibliography suggest that both synchronous and asynchronous distance education in the early years of education is a new era to explore the teaching of young children. Aims: The aim of this study was to assess the extent of use of online classroom platforms in early years, both in the private and public sector, and to correlate parents' attitudes towards children's behavioral changes during the pandemic lockdown in Greece. Methodology: The participants were 216 parents with preschool-aged children (between 2:6 to 4:0 years) in Greek preschool settings in two cities of North and West Greece. A questionnaire on the use of ICT during the pandemic Covid-19 and its' outcomes was distributed online to all parents. The parents' perception was generally negative and was not preferred to frontal teaching, while they were not satisfied with the results. Results: A remarkable percentage of children did not participate in online education due to their

When the Parent Becomes the Teacher - Attitudes on Distance Learning in the Time of Corona-Teaching from Parents’ Perspective

TOJET : The Turkish Online Journal of Educational Technology, 2021

This research paper’s focus is to portray and analyse different ways of how participants of the educational system in the Republic of Croatia have reacted to the pandemic caused by the virus SARS-CoV-2 Pupils’ right to education, as one of their basic rights, was enabled by the Government of the Republic of Croatia’s decision to organise distance learning The part of the system which encountered most challenges during transitioning to online education was in classes first to fourth due to the pupils, because of chronological age and digital and computer literacy level, requiring parents' assistance in order to successfully accomplish educational outcomes The involvement of parents, who because of child's impossibility to independently carry out duties, have taken on a role of a substitute teacher overnight which consequentially resulted in their overload The key element in distance learning is independence of pupils which is questionable in the chosen segment of the educatio...