Parents’ Perceptions of Their Children’s Experiences With Distance Learning During the COVID-19 Pandemic

Hamaidi, Diala; Arouri, Yousef; Noufal, Rana K.; Aldrou, Islam T.

doi:10.19173/irrodl.v22i2.5154

Cited by 13 publications

(13 citation statements)

References 3 publications

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“…Moreover, it could be said that the teachers may have provided instructions to parents about the conduct of modular distance learning but the parents may not have complied with them due to other duties and responsibilities they do at home or in their job. This finding is supported by the study of Hamaidi, et al (2021) [10] . They found out that there were significant differences in the perceptions of parents in their experiences in the implementation of modular distance learner.…”

Section: Indicatorssupporting

confidence: 81%

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Elementary Pupils and Parents’ Experiences and Preferences Towards Modular Distance Learning

Villar¹

2022

AJHSSR

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This study assessed the elementary pupils and parents’ experiences and perception towards modular distance learning methods. The attributes/characteristics of the modules, role of parents, gaps, factors associated with pupils’ and parents’ assessment and strategies to improve modular learning modality were looked into. This study conducted in two pilot elementary schools (San Rafael Elementary School and Lagonoy Central School) in Lagonoy District, Division of Camarines Sur, Philippines. Quantitative research was used particularly the cross sectional method. Information was supplied by 40 teachers, 305 pupils and 305 parents through the questionnaire and unstructured interview. The study revealed that there is a good symbiotic responsibility practiced by teachers and parents regarding modular learning modality. Their channel of communication is very beneficial on this matter. However, there are factors affecting school performance of the pupils which are lack or absence of additional materials, lack of knowledge by parents on the topics in the module, internet connectivity, financial status of parents and domestic tasks of parents at home. Hence, the Department of Education (DepEd) officials and school heads may support curriculum and module writers to consider strategies or measures that make modular learning to come up with better learning outputs.

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Section: Indicatorssupporting

confidence: 81%

“…Experiences in the Philippines on modular distance learning were also observed by parents in other countries. Hamaida, et al (2021) [10] reported that parents of primary and secondary students in Middle East countries were moderately satisfied with the distance learning process implemented in the light of covid-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

Elementary Pupils and Parents’ Experiences and Preferences Towards Modular Distance Learning

Villar¹

2022

AJHSSR

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“…While some recent studies have taken place in a COVID-19 context, they have focused only on aspects such as technology products (Alqahtani & Rajkhan, 2020), government policy adjustment , students' satisfaction with e-learning (Gohiya & Gohiya, 2020), parents' perceptions and students' experiences of e-learning (Hamaidi et al, 2021), and barriers and challenges (Favale et al, 2020;Radha et al, 2020). For example, Pham and Ho (2020) studied the post COVID-19 "new normal" with e-learning in Vietnamese higher education, focusing on reviewing the Vietnam government's response and policies seeking to put e-learning at the center of higher education in the future.…”

Section: Introductionmentioning

confidence: 99%

Students’ Intention to Take E-Learning Courses During the COVID-19 Pandemic: A Protection Motivation Theory Perspective

Nguyen

Tang

2022

IRRODL

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This study proposes a new model for integrating the protection motivation theory (PMT) with the technology acceptance model (TAM) to explore factors affecting students’ intention to attend e-learning courses during the COVID-19 pandemic. A total of 432 valid responses to an online questionnaire were received from freshmen students studying in universities in Vietnam and Taiwan. Structural equation modeling was used to evaluate the proposed research model and test the hypotheses, and model evaluation reflected a good fit between the data and the proposed research model. Differences between perceived vulnerability, perceived severity, and intention to take e-learning courses across two countries were also established, suggesting that both the TAM and the PMT should be considered for use in studies related to technology adoption in the pandemic context. The factors influencing students’ intentions to take online courses can be quite varied when different educational settings are considered; therefore, a more contextual understanding of students’ e-learning intentions during pandemic times should be carefully examined. Suggestions for governments and policy makers are also proposed.

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“…In the network dimension, the area experiencing problems with the largest percentage is the suburbs. Networks play a very important role in supporting effective and fast communication in various forms of communication between parties (Hamaidi et al, 2021;Udayani et al, 2021). An unstable internet connection is one of the obstacles in the implementation of online learning (Rosali, 2020;Wu et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Elementary School Teachers’ Problems in Online Learning during the Pandemic

Erawati

Wayan

Japa

2021

International j.of Elementary Education

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COVID-19 pandemic has caused chaos in various field such as economic, social, tourism and many more. One of the fields that affected to it is in the field of education. The government requires schools in Indonesia to carry out online learning activities from home. This policy certainly raises various problems not only for students but also for teacher, many teachers faced problems during the online learning. This research was conducted to find out the problems experienced by elementary school teachers in online learning during the pandemic. The method of research carried out by the researchers is descriptive research, with a population of 25,524 elementary school teachers in Bali, and the research samples were taken from 994 teachers. The data collection method used is the Guttman Scale questionnaire with quantitative descriptive analysis method. The result of the research shows that teachers experience problems in all dimensions, such as the communication dimension with 65%, the learning method dimension 52%, the assessment dimension 61%, the technology use dimension 43%, the network dimension 52%, the dimensions of the cost of cellular internet data 52% and problems in online learning in 74%. It can be concluded that elementary school teachers faced the problems in all of dimentions such as communication dimension, the learning method dimension, the assessment dimension, the technology use dimension, the network dimension, the dimensions of the cost of cellular internet data also problems in online learning.

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Parents’ Perceptions of Their Children’s Experiences With Distance Learning During the COVID-19 Pandemic

Cited by 13 publications

References 3 publications

Elementary Pupils and Parents’ Experiences and Preferences Towards Modular Distance Learning

Elementary Pupils and Parents’ Experiences and Preferences Towards Modular Distance Learning

Students’ Intention to Take E-Learning Courses During the COVID-19 Pandemic: A Protection Motivation Theory Perspective

Elementary School Teachers’ Problems in Online Learning during the Pandemic

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