Distance education and the social literacy of elementary school students during the Covid-19 pandemic (original) (raw)
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Isolated life emerged at a time when society was not ready during the 2020 pandemic (Covid-19) period. During this period, the structure of society, which has undergone significant social changes, has been transformed. It has been vital to adapt rapidly to the social isolation and distance from outside life within this new social structure. Digital technology is also a factor that changed the lives of students at school. The scope of this research includes 3rd-grade students in primary schools in three major cities of Türkiye: İstanbul, Ankara, and İzmir. This research aims to gather information about the social changes and social anxiety of the students during social isolation by analyzing the responses to scale questions used as a data collection tool, under the observation of parents and classroom teachers. The research design incorporates both quantitative and qualitative methodologies. The data collection tools used in this study are the Social- Emotional and Character Development Scale in the survey research, the Social Anxiety Scale for Children, and a personal information form prepared by the researchers. Results are augmented with semi-structured interviews. Data analysis is conducted using the SPSS 22.0 statistical software package. The results obtained indicate that students experience social anxiety as a result of isolation. It is observed that during the Covid-19 pandemic period, social isolation affected 1st-grade students in the 2020-2021 academic year. The findings suggest that as the level of social anxiety and social change increase, there is a decrease in social, emotional, and moral development. Keywords: Covid-19, Pandemic, Social Isolation, Anxiety, Social Change, Digital Technology
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Novel Coronavirus disease 2019 (COVID-19) has taken a toll on every aspect of life. It has changed how healthcare systems operate and dramatically affected people’s thoughts, expectations, lifestyles, and economic status. Countries have taken drastic measures (lockdowns, school closures, and stay-at-home orders) to prevent the spread of the virus, curtailing many social activities and trapping people in their homes for weeks, even months. However, the pandemic has claimed millions of lives and caused economic and social instability worldwide despite all those measures. This paper investigated what parents thought about distance preschool education during the pandemic. This study focused on how parents with different sociodemographic backgrounds coped with the pandemic. The study sought answers to the question, “How do the opportunities provided by parents affect the way they meet their children’s needs?” The study adopted phenomenology, which is a qualitative research design. The sample consisted of 79 parents recruited using snowball sampling. Data were collected using online surveys (Google Forms). The data were analyzed using content analysis. The results showed that the pandemic caused sociological and emotional instability, making children more addicted to technology and less capable of engaging in social interactions. Participants found different solutions to pandemic-related problems. However, they believed that distance learning was worse than face-to-face learning. Teachers who were in contact with parents were better at managing the situation, keeping the negative impacts of the pandemic to a minimum. The pandemic will be around for some time in the future. Therefore, we should make recommendations to parents and educators about distance learning to mitigate the pandemic’s adverse effects on children.
Parents’ Views on Distance Education During the COVID-19 Pandemic
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This study was conducted to reveal how parents perceive the distance education process during the Covid-19 pandemic. The study group consists of 15 participants in Lüleburgaz district of Kırklareli province. The case study design, one of the qualitative research methods, was used in the study and data were collected online with a semi-structured interview form. Demographic characteristics, problems experienced by parents in distance education during the Covid-19 pandemic, positive and negative experiences, and opinions were interrogated via "Google Forms". The descriptive analysis and content analysis methods were preferred to analyse data. The results showed that parents attributed the inability to learn efficiently during the Covid-19 process to the inefficacy of online education, distraction, anxiety, environment, and noise. Trainings can be given to parents so that they can help their children efficiently in the distance education process. It is recommended that internet infrastructure be strengthened to deal with connection problems. Research Article
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This study aims to investigate online learning for elementary school students in Indonesia due to the COVID-19 pandemic. The data were collected using a survey method through distributing questionnaires with a google form. Secondary data was also supported using the library method through documentation to gain the relevant data regarding the impact of COVID-19 and online learning in elementary schools from various sources such as documents, books, magazine news, and journal articles. Data analysis used a flow chart following Milles and Huberman. Results show that the impact of COVID-19 on implementing online learning in elementary schools in Indonesia can be implemented quite well. The impact of COVID-19 on the implementation of distance learning in elementary schools can be carried out quite well if there is a collaboration between teachers, students, and parents in learning at home.
Distance Learning in Early Childhood Education During Pandemic Covid-19
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This article is motivated by the condition of the COVID-19 pandemic which has an impact on changes in the learning system which requires distance learning from home. Distance learning is not only for the middle level, but for early childhood education. So that in this study aims to look at distance learning in early childhood education. This study uses literature review research from various sources. Based on the results of a literature review that distance learning can be carried out at the early childhood education level through information technology, such as Television of the Republic of Indonesia (TVRI), a computer or laptop connected to an internet and mobile network connection (Whatsapp (WA), zoom application or other media) or non-information technology, such as education in education, assignments, and home visits.
Schooling Interrupted: Educating Children and Youth in the Covid-19 Era
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• Distance education has been practised for generations, although its purpose and form have changed. Correspondence courses, in which students receive instruction via mail and respond with assignments or questions to the instructor, date back to the mid-1800s, if not earlier. As technology changed, so did the nature of distance education. Radio, television, computers, and, most recently, the internet have supported distance education over the years. Research studies on the use and effectiveness of distance education focus almost exclusively on higher education. A recent research synthesis suggests that fewer than five per cent of the studies have addressed K-12 education. The Covid-19 pandemic, however, has brought distance education into K-12 schools and classrooms. Distance education in the Covid-19 era has been referred to as 'emergency remote teaching' (ERT) because, with little research on which to rely, teachers must improvise quick solutions under less-than-ideal circumstances, a situation that causes many teachers to experience stress. The purpose of this paper is to address five fundamental questions. First, what problems have K-12 school administrators and teachers faced in implementing ERT? Second, under what conditions has ERT been effective since the advent of the Covid-19 pandemic? Third, what are the strengths of ERT in K-12 schools and classrooms? Fourth, what are the weaknesses of ERT in K-12 schools and classrooms? Fifth, to what extent will lessons learned from ERT influence teaching and learning when the pandemic abates? The paper concludes with a brief set of recommendations. Throughout the paper, the focus is on K-12 education.
Assessment of Distance Learning Practices during the COVID-19 Pandemic in Grades K-12
Athens Journal of Education, 2022
This study aims to examine the distance learning practices carried out at the primary education level during the COVID-19 pandemic from students' and their parents' perspectives. The study was conducted with 76 primary school students at different grade levels, including their parents (76), in the state schools of Giresun city in the spring semester of the 2019-2020 academic year. The study was based on the case study method, one of the qualitative research designs. An information collection form with open-ended questions was used as a data collection tool. The data obtained from the information collection form were analyzed by the content analysis method. The findings have revealed that the distance learning system has a flexible structure and is accessible from any place, but there are difficulties accessing the system due to connection problems. These systems facilitate the teaching process, affecting learning positively. The findings also showed that distance learning systems are not favored by students who long for friends and teachers during the learning process performed on these systems. Unlike face-to-face training, disciplinary and supervision problems in distance learning are also noteworthy. The authors finally suggest that the distance learning and management process should be performed in a restrained manner to ensure the process to be run effectively and efficiently.