Distance Learning During the First Lockdown: Impact on the Family and Its Effect on Students' Engagement (original) (raw)
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Remote or Removed: Predicting Successful Engagement with Online Learning during COVID-19
Socius: Sociological Research for a Dynamic World
Using data from a spring 2020 survey of nearly 10,000 parents of elementary school parents in one large southeastern public school district, the authors investigate predictors of elementary school student engagement during the initial period of pandemic remote learning. The authors hypothesize that household material and technological resources, school programming and instructional strategies, and family social capital contribute to student engagement in remote learning. The analyses indicate that even after controlling for rich measures of family socioeconomic resources, students with access to high-speed Internet and Internet-enabled devices have higher levels of engagement. Exposure to more diverse socioemotional and academic learning opportunities further predicts higher levels of engagement. In addition, students whose families remained socially connected to other students’ families were more likely to engage online.
COVID-19: The Effect of Lockdown on Children's Remote Learning Experience -Parents' Perspective
Journal of Education, Society and Behavioural Science, 2020
Aims: This online survey was done to explore parents' perspectives on education of their children affected by the stay-at-home measures still ongoing in the country. Study Design: Cross-sectional study design. Place and Duration of Study: Sample: All six Geopolitical Zones in Nigeria, from May 9 to June 8, 2020 among parents residing in Nigeria. Methodology: A non-probability sampling technique was used in the recruitment of participants. The study questionnaire on a Google Doc Form was administered through WhatsApp instant messaging. Chi-square was used to test for differences, and statistical significance was set at p-value less than 0.05. Results: The 260 respondents who participated in the survey, had a median age of 38 years (IQR=9); including 40.4% (105) males, and 64.2% (167) with tertiary education, 77.7% (202) possess a computer device, 93.2% (234) have internet services and 55.0% (143) spend between N5,000-N9,999 (13.1-26.2 USD) per month for internet services. Only 35.4% (92) had their children participate in the ongoing radio/TV learning sessions, 46.1% (120) educate their children Original Research Article Briggs; JESBS, 33(9): 42-52, 2020; Article no.JESBS.61751 43 with their computer devices at home, however, 40.0% (104) preferred an online based method of homeschooling. Overall, 70.0% (182) were dissatisfied with the level of homeschooling their children received. Respondents with higher education and income level were significantly more likely to possess a computer device, have internet access at home and prefer online classes when compared to low-income earning parents with secondary education and below. Conclusion: There is a considerable lack of ongoing learning activities among children in Nigerian homes during the COVID-19 lockdown. Strategic context-specific blended learning approaches (including the provision of infrastructure for remote teaching and learning) are needed to mitigate the negative effect of school closures on the education of children.
BMC Public Health, 2023
Background The COVID-19 pandemic has brought challenges to families around the world. The prolonged school closures in Hong Kong have forced young students to stay at home and adapt to remote learning for over a year, putting their mental health conditions at risk. Focusing on primary school students and their parents, the main objective of our research is to investigate the socioemotional factors and their associations with mental health conditions. Methods A total of 700 Hong Kong primary schoolers (mean age = 8.2) reported their emotional experiences, loneliness, and academic self-concept via a user-friendly online survey; 537 parents reported depression and anxiety, perceived child depression and anxiety, and social support. Responses from students and parents were paired to account for the family context. Structural Equation Modeling was used for correlations and regressions. Results The results of students' responses showed that positive emotional experiences were negatively associated with loneliness and positively related to academic self-concept among students. Furthermore, the paired sample results showed that, during the one-year societal lockdown and remote learning period, the socioemotional factors were associated with mental health conditions among primary school students and their parents. Among our family sample in Hong Kong, evidence supports the unique negative association between students-reported positive emotional experiences and parents-reported child depression and anxiety, as well as between social support and parents' depression and anxiety. Conclusions These findings highlighted the associations between socioemotional factors and mental health among young primary schoolers during the societal lockdown. We thus call for more attention to the societal lockdown and remote learning context, especially since the social distancing practice could be "the new normal" for our society to handle the future pandemic crisis.
Frontiers in Education, 2022
Format changes in U.S. schooling in response to the COVID-19 pandemic varied by month and by school district, ranging from exclusively home-based to full in-person learning. The impact of these changes on adolescent schooling experiences, and the factors that mitigate such impact, have been challenging to quantify. To address these challenges we employed bi-monthly repeated surveys of youths (N = 6, 546, aged 13–14 years) in a longitudinal study, starting before the pandemic peak (October 2020) and continuing through one year after the pandemic was declared (March 2021). We investigated how school format (in-person vs. remote) impacted objective time spent on academic activities and the subjective experience of school, and how these were influenced by parental engagement. Periods of exclusive at-home remote schooling were pervasive—reported by more than 60% of youths—and linked to a reduction in school enjoyment and time spent on reading, math, and science. In contrast, such periods...
Parents’ view on distance learning during lockdown. A national survey
Rivista Italiana di Educazione Familiare, 2021
During the COVID-19 emergency, between March and May 2020, Italy was in an almost complete lockdown situation and millions of Italian children of all ages, overnight, stopped going to school and started receiving telematic communications from teachers or educators. Lockdown and distance learning had a significant impact on the overall well-being of parents and students and this study represents a contribution to deepen the understanding of parents’ perceptions and observations on it. The study was an exploratory cross-sectional quantitative research project and the data was gathered through a structured computer-assisted web survey, administered right after the total lockdown, between May 19th and June 2nd, reaching out to 6.905 parents of 9.802 primary and secondary school children (5-18 year old children). The data gathered offered a clear picture of the conditions in which distance learning occurred during the months of lockdown and reliably detected an overall stressful situatio...
Proceedings of EdMedia + Innovate Learning 2021, 2021
The Covid-19 pandemic has dramatically changed teaching and learning practices. Quarantines and social distancing regulations have encouraged the implementation of distance learning using various information technologies. Over the past year, most studies have focused on the experiences of teachers and students. This exploratory and descriptive study focuses on the experience of parents who have become learning mediators, especially for younger children. It examines parents' perspectives on their children's learning experiences, their own challenges, and their perceptions of the best practices for distance learning. Participants were 249 parents of primary school children who responded to an online questionnaire. The parents perceived distance learning to be important, as their children could keep their daily routine, maintain their social connections, and continue their education; however, it failed to address their children's emotional needs. Parents also reported having technical problems and experiencing tension within the family because of distance learning. We discuss the findings and offer suggestions for promoting distance learning.
Research Papers in Economics, 2020
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...
Emergency Remote Education during the COVID-19 Pandemic in Spring 2020: Parents' Perspective
Croatian Journal of Education, 2021
In the spring of 2020, due to the global COVID-19 pandemic caused by the coronavirus, education systems around the world introduced a new form of education called Emergency Remote Education-ERE. Given that parents are important stakeholders in the educational process, their perspective of the new situation can contribute to a better understanding of the educational process that takes place in incident situations. The main aim of the research was to determine how parents of students attending the first four grades of primary school perceive ERE. The research was conducted online in the time of the national lockdown in the spring of 2020. The results indicate that parents have a positive perception of the teacher's work. Furthermore, parents point out that ERE brings new requirements related to the level of parental involvement in their children's learning process, which creates additional stress and disrupts the daily business performance and family responsibilities and assigns them with a new role of parents as teachers. One third of the parents think that the child gets too many tasks and that ERE is too demanding. Parental overload with ERE, and their perception of child overload with ERE is significantly related to parents' educational level and work status, and to the degree of children's independence. The findings of the research lead to a better understanding of the parental role in ERE during the pandemic and can serve as a starting point for the development of a parental support system during new emergency situations.
Access, Engagement, and Resilience During COVID-19 Remote Learning
K-Rex, 2020
Kansas was the first state to close P-12 schools and move to a continuous learning model in response to the COVID-19 pandemic. A multidisciplinary group of K-State College of Education faculty researchers conducted a survey in May, 2020 to capture the voices and experiences of Kansas teachers, school counselors, and administrators during that time related to technology and broadband access, engagement and educator resiliency and self-care. Survey links were posted on the Remote Learning P-12 platform (https://remote-learning-p-12.mn.co/feed) and on the Kansas Educators Facebook group. These open links provided a sample of convenience, with 829 educators from across the state responding to the survey. The findings have implications for school districts, administrators, school counselors, teachers, and students in the coming school year. As schools begin to make decisions about what the current and critical needs are, three tenets must be addressed for optimal school re-entry: (1) Educator and student well-being, (2) Delivery models and high-quality instruction that are conducive and responsive to varied learning environments, and (3) School operations: Precautionary measures and logistics around COVID infection and contagion. This white paper provides data, insight, and recommendations in the areas of educator and student well being and delivery models.
Social Psychology of Education
Parents play an important role in shaping behavioral and motivational outcomes in their child’s education, presumably even more so during the COVID-19 pandemic, where concomitant school closures forced students worldwide to learn remotely at home, affecting socio-economically disadvantaged students most negatively. However, it remains unclear how different parent-focused family process variables (demanding-structuring and responsive-motivational parental involvement, responsibility for learning) and structure variables (socio-economic status, immigrant background) relate to important learning-related student outcomes, namely extrinsic and intrinsic motivation and actual participation in learning activities, during emergency remote education. Using questionnaire data from N = 117 German secondary school students (Mage = 15.14, SD = 0.93; 49.6% female) with a low average socio-economic status, structural equation models revealed associations between higher parental involvement and res...