Factors Influencing Parents’ Intention on Primary School Students’ Choices of Online Learning during and after the COVID-19 Pandemic in China

Liu, Liqun; Chen, Siyu

doi:10.3390/su14148269

Cited by 11 publications

(9 citation statements)

References 56 publications

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“…Parents played a key role in the distance learning of primary school children, having to take on part of the role of educator for a time (Han et al, 2022), a role they were often not satisfied with (Alharthi, 2022). Parental involvement in distance learning is regarded as crucial for successful learning, especially for younger children.…”

Section: Current State Of Research On the Impact Of Distance Learningmentioning

confidence: 99%

Outdoor education during the Covid-19 crisis: an analysis of the situation in the Czech Republic

Kroufek¹,

Chytrý²,

Nepraš³

et al. 2022

Education Support

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The Covid-19 pandemic and its associated limitations represent one of the greatest challenges of our age. This is also true of the constraints on education and schooling. Closed schools have brought about a strong attachment of students to screens of electronic devices. Many teachers have been looking for ways to change this situation, and one way to make such a change is through outdoor education. This paper presents the results of an analysis of the implementation of distance learning during the closure of primary schools in the Ústí nad Labem region of the Czech Republic. Using a sample of teachers (N = 152) from a representative number of primary schools, it reflects on their experience with distance learning and emphasises the possible inclusion of outdoor learning elements. It also explores teachers' perceptions of the benefits and barriers to outdoor learning.Distance learning was very challenging for teachers, who often limited themselves to core curriculum and neglected the cultivating role of the school. For many teachers, distance learning was also a way to enhance their teaching skills and deepen their collaboration with colleagues. Teachers who had already had experience of outdoor learning before the school closure were more likely to incorporate it in distance learning. They also perceived outdoor education more positively and did not see its obstacles as insurmountable. For a positive shift, it was sufficient to implement outdoor learning only a few times per term. Therefore, in order to incorporate elements of outdoor learning into distance learning more frequently, it is advisable to implement this educational approach regularly in traditional teaching, to get to know it and to gain confidence in its implementation.

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Section: Current State Of Research On the Impact Of Distance Learningmentioning

confidence: 99%

Outdoor education during the Covid-19 crisis: an analysis of the situation in the Czech Republic

Kroufek¹,

Chytrý²,

Nepraš³

et al. 2022

Education Support

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show abstract

“…The pandemic outbreak forced parents to stay home, which led them to adapt to new routines and take on different responsibilities. The main responsibility was to involve their children in distance learning (Han et al, 2022). Teaching children at home is an additional duty for parents, and they need to make sure their children will get a high-quality education and make up for the face-to-face experience they get at school.…”

Section: Parents' Perceptions Of Distance Learningmentioning

confidence: 99%

“…Researchers reported some factors that affect teachers' intention to choose online learning. These factors are lack of support for technology use, lack of training in online learning, and lack of pedagogical knowledge and experience to deal with problems related to online learning (Han et al, 2022). Other issues had a negative effect on teachers.…”

Section: Parents' Perceptions Of Distance Learningmentioning

confidence: 99%

Returning to Schools After COVID-19: Identifying Factors of Distance Learning Failure in Jordan from Parents’ Perspectives

Al-Awidi

Al-Mughrabi²

2022

ONLINE J COMMUN MEDIA TECHNOL

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This study aimed to evaluate the distance learning experiences of Jordanian parents after their children returned to school due to the COVID-19 pandemic. A survey was completed by 1,675 parents from across Jordan and the vast majority of the respondents (86.31%) agreed that distance learning failed to achieve its goals. This study also investigated the differences among parents' demographic characteristics (area of living and type of school their children attend) and parents' perceptions of the factors that caused the failure of distance learning. The study found a significant difference between parents based on the area of living (urban and rural) and the type of school their children attend. Parents who live in rural areas and parents who send their children to public schools have a higher perception of the factors that caused the failure of distance learning than parents who live in urban areas and parents who send their children to private schools. To explore why parents' distance learning failed, parents answered open-ended questions and attributed this failure to many factors. Parents believe that distance learning failed due to many factors, and the most common factors are low learning motivation among students, poor accessibility to electronic devices required for distance learning and a poor internet connection, family related issues like economic status, large family size, and lifestyle, the last factor related to a distance learning culture. The findings of the study suggest some implications and recommendations for teachers and policymakers.

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“…However, in the case of younger students, the situation is different. These students have not developed the skills to use these platforms autonomously, so the collaboration and supervision of their parents are essential (Han et al, 2022 ). However, in some cases, parents do not have enough knowledge and experience to support their children in this way.…”

Section: Introductionmentioning

confidence: 99%

Techno-distress and parental burnout: The impact of home facilitating conditions and the system quality

2023

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The incorporation of Information and Communications Technology (ICT) in educational environments has generated diverse effects. The literature has established that the use of ICT can generate techno-distress in both teachers and students. However, the techno-distress and burnout caused in parents who help their children to use technological platforms have not been analyzed in depth. To contribute to closing this theoretical gap, we conducted a study with 131 parents who helped their children to use technological platforms, considering two antecedents of techno-distress and its effect on parental burnout. Our results demonstrate that both the home facilitating conditions and the system quality influence parental techno-distress. Additionally, it was possible to demonstrate that techno-distress has a significant effect on parental burnout. The use of technology in educational environments is increasing at all educational levels. Therefore, the present study provides relevant information that schools can use to reduce the impact of the negative effects generated by technology.

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Factors Influencing Parents’ Intention on Primary School Students’ Choices of Online Learning during and after the COVID-19 Pandemic in China

Cited by 11 publications

References 56 publications

Outdoor education during the Covid-19 crisis: an analysis of the situation in the Czech Republic

Outdoor education during the Covid-19 crisis: an analysis of the situation in the Czech Republic

Returning to Schools After COVID-19: Identifying Factors of Distance Learning Failure in Jordan from Parents’ Perspectives

Techno-distress and parental burnout: The impact of home facilitating conditions and the system quality

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