Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time? (original) (raw)
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How did families handle remote schooling during the time of Covid-19 lockdown during spring 2020? Perceptions on remote schooling activities were gathered from parents and their children at the end of primary education and in secondary education (10-18 years old) from 9 EU countries (Austria, France, Germany, Ireland, Italy, Portugal, Romania, Slovenia and Spain) in addition to Switzerland and Norway. The findings show that almost all children who participated in the survey were able to conduct some school-related activities using digital technologies, and many reported that their schools had provided them with both digital communication and learning platforms. The findings also point out to large variations in terms of how children were able to interact with their teachers in learning activities and how often children were in contact with their teachers through online means. In addition to learning activities provided by the school, parents also engaged in complementary learning ac...
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.
Remote education: parents' challenges in teaching during the pandemic
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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...
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.
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The COVID-19 pandemic triggered profound social consequences, affecting all aspects of human activity, including education. The process of remote teaching that was implemented in response to this crisis is known as emergency remote teaching and learning (ERTL). The present study focuses on Portuguese parents’ perspectives about this process. Data were gathered through an online questionnaire, answered by 203 parents of preschool, basic, and secondary education students (ages 3–18), focusing on self-perceived digital competence, satisfaction with ERTL, and pedagogical activities developed with their children. Parents were moderately satisfied with ERTL but expressed a marked increase in their workload, particularly those working from home. Parents of children in the second cycle of basic education (ages 10–12) were less satisfied with the process. A variety of activities was promoted, responding to different educational levels’ characteristics. Results show the importance of promotin...
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The discussion about the use of digital technologies in education is not new. However, the COVID-19 pandemic and the total closure of schools around the world, that forced millions of students to attend their classes from home, has demonstrated the importance of this discussion. It has highlighted the need to revisit debates about the interactions between technology and education, and the added value of digital resources to enhance the educational process. This article, based on an exploratory analysis, aims to understand how the transition from face-to-face to digital was accomplished in Portuguese primary and secondary education, namely regarding teacher training and the difficulties experienced during the emergency remote education period. The data analysed in this article were collected through an online questionnaire, disseminated through online social networks, and answered by 136 Portuguese primary and secondary education teachers. The questions focused on this article were o...
Child development and distance learning in the age of COVID-19
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School closures, forcibly brought about by the COVID-19 crisis in many countries, have impacted children’s lives and their learning processes. The heterogeneous implementation of distance learning solutions is likely to bring a substantial increase in education inequality, with long term consequences. The present study uses data from a survey collected during Spring 2020 lockdown in France and Italy to analyze parents’ evaluations of their children’s home schooling process and emotional well-being at time of school closure, and the role played by different distance learning methods in shaping these perceptions. While Italian parents have a generally worse judgment of the effects of the lockdown on their children, the use of interactive distance learning methods appears to significantly attenuate their negative perception. This is particularly true for older pupils. French parents rather perceive that interactive methods are effective in mitigating learning losses and psychological d...
CEPS journal, 2021
In early 2020, the whole world was confronted with the emergence of the new SARS-CoV-2 virus. Due to restrictive measures, Slovenia, like most other countries, was forced to close all educational institutions. Teaching and learning shifted from classrooms to an online environment, which was a major challenge for teachers, students and their parents and required a significant amount of adaptation and effort. In May 2020, we conducted a study to investigate parents’ attitudes toward emergency remote schooling. The study included 313 parents of students from the last triad of primary (compulsory) school (Grades 7–9; 12–15 years old), 147 parents of secondary school students (Years 1–3; 15–18 years old) and 35 parents of students in their final (4th) year of secondary school (18–19 years old). Specifically, parents of primary school adolescent children, in particular, reported having the most difficulty coordinating their work and the remote schooling of their child, and they also reported more difficulty motivating their child to complete schoolwork at home than the other two groups of parents did. Parents of secondary school students in Year 4 were most likely to miss personal contact with the teacher and rated emergency remote schooling as more stressful than the other two groups of parents. In general, parents rated emergency remote schooling to be more complicated and difficult than traditional classroom instruction. Most parents agree that such schooling provides students with less knowledge, which is also less consolidated, although they perceived teachers’ remote help for students quite positively. They also believe that online education will become important in the future.