Distance learning in Kazakhstan: estimating parents’ satisfaction of educational quality during the coronavirus

Bokayev, Baurzhan; Torebekova, Zulfiya; Davletbayeva, Zhuldyz; Zhakypova, Fatima

doi:10.1080/1475939x.2020.1865192

Cited by 99 publications

(128 citation statements)

References 21 publications

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“…The unexpected outbreak of the coronavirus (COVID-19) pandemic has affected almost every sector, including the higher education institutions around the world (Adedoyin & Soykan, 2020). During this critical moment of the COVID-19 pandemic, most of the countries around the world shifted to online teaching (Bokayev et al, 2021). Like many other countries around the globe, the government of Afghanistan has also decided to dismiss all the educational institutions to contain the huge spread of the COVID-19 pandemic (Orfan & Elmyar, 2020).…”

Section: Introductionmentioning

confidence: 99%

Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching

Hashemi

2021

Cogent Arts & Humanities

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The outbreak of COVID-19 affected almost every sector, including higher education institutions across the world particularly Afghanistan educational system. For this purpose, the researcher aimed to investigate the effects of COVID-19 on the academic performance of Afghan students and their level of satisfaction with online teaching. It also explored the significant difference in academic performance of students along with their satisfaction level with online teaching across gender. There were 1231 respondents, including 867 males and 364 females, from public and private universities of Afghanistan. Descriptive and inferential statistical analyses were employed. The findings of the study revealed that COVID-19 has negatively affected the academic performance of Afghan students and the students were highly dissatisfied with online teaching during this critical moment. Besides, the study revealed significant differences in the academic performance of students and their level of satisfaction with online teaching across gender. A strong positive correlation was found between the academic performance of Afghan students and their level of satisfaction with online teaching during the COVID-19 outbreak. According to the findings of the study, several implications and recommendations have been provided.

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Section: Introductionmentioning

confidence: 99%

Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching

Hashemi

2021

Cogent Arts & Humanities

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“…High-tech homes had fast broadband and access to interactive learning activities through computers, and mid-tech homes had slow or unreliable Internet, shared devices or only mobile phones to access materials and interact with their teacher and other students. Digital inequities were identified in most of the articles in this special issue and were correlated with rural-urban divides (for example, Bokayev et al, 2021;Scully et al, 2021), socio-economic context of households (for example, Greenhow et al, 2020;Scully et al, 2021) and the cultural context such as restrictions on girls' access to the Internet (Khlaif et al, 2020). The level of technology available and the educational context influenced the pedagogical practices as students learnt through prerecorded instructional videos, interactive online lessons, educational television and printed resources.…”

Section: Equity Planning For the Future And Valuing Teachersmentioning

confidence: 99%

“…Students in low-tech and low socio-economic households engaged less with learning (Scully et al, 2021). High-tech, high socio-economic households were likely to also be advantaged by correlating to parents with higher levels of education who could better support their children's learning (for example, Bokayev et al, 2021;Greenhow et al, 2020). This was particularly relevant for parents of younger children and children with special needs who played a significant role in their children's education during the pandemic (Palau et al, 2021;Parmigiani et al, 2020).…”

Section: Equity Planning For the Future And Valuing Teachersmentioning

confidence: 99%

“…A common recommendation across articles is the need to develop emergency response plans to prepare education systems for the future (Delcker & Ifenthaler, 2020;Bokayev et al, 2021;Ewing & Cooper, 2021;Palau et al, 2021). Although many resources have been invested in the last two decades to incorporate technology into education, the emergency situation derived from the pandemic has shown that education systems globally were not prepared to take on the challenge of implementing online or blended learning in schools (Reimers & Schleicher, 2020).…”

Section: Equity Planning For the Future And Valuing Teachersmentioning

confidence: 99%

“…In Kazakhstan, the state provided resources through print and television broadcasts to increase access to learning. Children experienced learning in different modes with combinations of text material, television broadcasts and online interactions (Bokayev et al, 2021). Older parents, those with higher family income and those with fewer children reported greater satisfaction.…”

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confidence: 99%

See 2 more Smart Citations

Special issue: Covid-19 and the role of technology and pedagogy on school education during a pandemic

Starkey¹,

Shonfeld²,

Prestridge³

et al. 2021

Preprint

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Emergency remote English language teaching and learning: Voices of primary school students and teachers in Kazakhstan

Hajar

Manan

2022

Review of Education

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This qualitative study documents the experiences of 38 Grade 5 students and their six female teachers from four state‐maintained schools in Kazakhstan teaching/learning English during emergency remote teaching and learning (ERT&L). It was guided by Kearney et al.’s (2012) framework that provides three dimensions that influence individuals’ teaching and learning experience when using technological devices: personalisation, collaboration and authenticity. The data collected through online individual interviews and students’ drawings suggest that the participants asserted their agentive reflexivity and critical awareness of the advantages and drawbacks of their ERT&L experiences. Several teachers indicated that although ERT&L helped them make financial and professional gains, they had difficulty assessing their students’ progress online, and work overload had negative impacts on their well‐being and quality of life. Many students criticised some English teaching practices during COVID‐19, including the allocation of more homework, and lack of co‐operative activities and individual attention. The study has pedagogical implications and provides further evidence of the need for stakeholders to take the well‐being of teachers into account, promote collaboration between different social actors and provide teachers with proper training in the use of online platforms. It also stresses the importance of using participatory research methods involving children to capture their thoughts and interpretation of their emergency remote learning experiences.

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Distance learning in Kazakhstan: estimating parents’ satisfaction of educational quality during the coronavirus

Cited by 99 publications

References 21 publications

Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching

Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching

Special issue: Covid-19 and the role of technology and pedagogy on school education during a pandemic

Emergency remote English language teaching and learning: Voices of primary school students and teachers in Kazakhstan

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