Family and School Relationship during COVID-19 Pandemic: A Systematic Review

Carrión-Martínez, José Juan; Pinel-Martínez, Cristina; Esteban, María Dolores; Sánchez, Isabel María Román

doi:10.3390/ijerph182111710

Cited by 31 publications

(22 citation statements)

References 66 publications

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“…Parents become temporary teachers and provide educational assistants and support for their children when they need it. According to Carrión-Martínez et al (2021), parents take four roles at home in relation to distance learning such as a teacher, a facilitator, a motivator, and a director. Parents as teachers at home manage the child's time and method of learning, keep an eye on the child's learning regularly and create a comfortable learning environment.…”

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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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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“…To be able to increase student learning motivation, the efforts made by school principals include improving facilities and infrastructure for the implementation of online learning so that learning can be carried out without any technical problems that can interfere with learning (Agustina, 2021). As for the parents of students, the principal also motivated parents to remain enthusiastic in accompanying their children to participate in online learning (Carrión-Martínez et al, 2021;Oppermann et al, 2021;Rosadi et al, 2021). Online learning can be an effective learning process if it is supported by parental support (Garrote et al, 2021;Liu et al, 2022;Pratama & Firmansyah, 2021;Santoso & Suparman, 2020).…”

Section: Motivatormentioning

confidence: 99%

School Principal Role In Handling Online Learning Issues During Covid-19 Pandemic

Utama

Sunu

2022

Int. J. Educ. Manag. Innov.

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The school principal took a significant role in running the education process at school. The role of a school principal has become more complex during the Covid-19 pandemic. This study aimed to identify the school principals' roles in handling issues at school that the Covid-19 Pandemic caused. Specifically, this study identified the issues faced by students, parents, and teachers in the online learning process during the Covid-19 pandemic and how the school principal handled those issues. This study followed a literature review approach. The study data were collected from the research articles from indexed national and international journals and were analyzed qualitatively using the interactive data analysis model. The study results showed that students, parents, and teachers faced various problems in the online learning process. Those problems include infrastructure, time, financial, digital literacy, and psychological issues. Considering those problems, the school principals took a significant role in bridging students' and parents' demands with the issues faced by the teachers. The school principals took several strategies to solve the problems. The novel thing that this study offers is that the previous studies mostly viewed online learning issues from a specific point of view. However, this study tried to view those issues comprehensively and link those issues to the principal school roles. The researchers did that to get the bigger picture of the issues. Thus, the study results can be a basis for further studies that aim to improve the quality of online learning.

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“…For example, online learning requires an internet quota and a comfortable learning environment, which can only be realized by parents at home. (Dini, 2022) Dealing with this challenge of integrating teacher-student-parent relationships in online learning, some studies support this finding (e.g., Carrión-Martínez et al, 2021;Henderson & McGoey, 2018;Patrikakou, 2015;Willis & Exley, 2018). Online learning has placed financial, psychological, and social burdens on parents or families.…”

Section: Integrating Teacher-student-parent Relationships In Online L...mentioning

confidence: 99%

Online EFL Classroom Management: Voices from Indonesian EFL Teachers

Ghufron

2022

LENSA

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Due to the scarcity of studies on online EFL classroom management in the Indonesian context, this study attempts to explore online EFL classroom management from the viewpoints of Indonesian EFL teachers in terms of its processes, strategies, and challenges. This study employed a qualitative case study approach involving 6 EFL teachers. Within three months, data were gathered through interviews with EFL teachers, which were then evaluated in a narrative way. The findings reveal that (1) in management process, teachers must make an appointment with students, prepare the content and task for online learning, deliver materials and tasks through online media, and give feedback to students’ works directly or indirectly for their evaluation or assessment; It takes a lot of processes to complete online learning management from the preparation, implementation, and evaluation stages; (2) teachers may use different strategies in managing online EFL classrooms; however, the most important points are using clear instructions in organizing the students (e.g., in doing tasks) to minimize students’ confusion, using a balance portion in using a variety of assignment methods (individual, pair, and group), and choosing interesting learning activities to engage students; and (3) the challenges faced by Indonesian EFL teachers are, among others, developing online learning materials and tasks, building a strong online learning community, and integrating teacher-student-parent relationships in online learning. This study may have implications to several parties, such as EFL teachers, students, and parents.

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Family and School Relationship during COVID-19 Pandemic: A Systematic Review

Cited by 31 publications

References 66 publications

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

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

School Principal Role In Handling Online Learning Issues During Covid-19 Pandemic

Online EFL Classroom Management: Voices from Indonesian EFL Teachers

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