Analytic Investigation of the Russian Parental Community Mindset on the Difficulties of Teaching Schoolchildren through Media Technologies Usage in the Context of the Pandemia

Abstract

In this paper we will analyze parental view on the difficulties in organizing mass education for students through media technologies usage in the spring of 2020. The goal of the research is to study the most significant learning difficulties in the new format, which have been pointed out by parents. The following methods of cognition have been used in this study: problem method, survey method, system-structural method. The study engaged 400 parents from different regions of Russia (54 regions). Parents were asked to answer 5 questions. Parents identified 3 forms of learning through media technologies used by teachers: extended "take-home assignment" mode; online lessons mode and mode of working with educational platforms. Parents pointed out the poor quality of education by means of the media technologies to have been chosen. The study showed low parental satisfaction with the learning process. A media technologies learning difficulties model was created (according to parents). Among the significant learning difficulties, parents highlighted the low media competence of the pedagogical as well as parental communities, the shortage of competent mechanisms for children's knowledge assessment, the lack of proper motivation for learning as well as zero independent work skills. Parents indicated that children did not have the opportunity to learn while communicating interpersonally with the teacher and peers. A fore-referenced difficulties were identified by parents as the major setbacks to media technologies usage in modern schools. Therefore, in the minds of parents, this learning model should be investigated intensively and seriously improved by the teaching community.