Remote learning and its effects on the well-being of primary school learners in Germany

Schroedler, Tobias; Lengyel, Drorit; Budde, Jürgen; Claus, Carolina; Weuster, Nora; Doden, Katharina

doi:10.1080/03004279.2022.2029525

Cited by 6 publications

(3 citation statements)

References 28 publications

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“…Students mostly complained about technological problems and requested for support from families and teachers. It is similar to qualitative studies from parents and educators about the impact of remote learning on primary students' well-being in that it has both positive and negative effects determined by supports from teachers, parents, and schools [52]. This emphasizes the importance of technology infrastructure preparation and a solid support system for learners.…”

Section: Plos Onementioning

confidence: 59%

Characteristics of distance education interventions and related outcomes in primary school children during COVID-19 pandemic: A systematic review

Kosiyaporn,

Phaiyarom,

Uansri

et al. 2023

PLoS ONE

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The COVID-19 pandemic containment measures such as school closures remarkably disrupt the educational system, from in-person learning to remote or distance education with different interventions. This study aimed to identify the characteristics of interventions in remote or distance education during the COVID-19 pandemic and evaluate the outcomes of each intervention. A systematic review was conducted between October 2021 and May 2022 using four databases. Finally, 22 studies met the eligibility criteria and were included for data analysis. Most of the interventions were synchronous student-centered approaches followed by asynchronous student-centered approaches and mixed-learning through online channels such as desktop- and web-based modality. Remote or distance education is effective in academic development in any learning approach while having mixed effects in student attitudes and perceptions. Academic-related behaviors were most engaged by students in synchronous student-centered approaches. Finally, difficulties or burdens, and mental health or social interaction were similar for all learning approaches in technological problems and support systems from families and teachers. Synchronous student-centered approaches should be the main method of education, but other approaches can be used to complement based on the students’ needs. Finally, educational infrastructure and support from teachers and parents are also necessary in remote or distance education. Further studies are needed to focus on primary school students, especially in low-income regions, and apply a randomized study design.

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Section: Plos Onementioning

confidence: 59%

Characteristics of distance education interventions and related outcomes in primary school children during COVID-19 pandemic: A systematic review

Kosiyaporn,

Phaiyarom,

Uansri

et al. 2023

PLoS ONE

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“…Research highlights that children's development, learning (communication and language development), personal, socio-emotional, physical, and well-being, which is a multifaceted term (Schroedler et al, 2022), has been affected in various ways and degrees, as we have already discussed. In the UK, interventions and strategies focus on the above areas, for example, teachers are asked and trained to provide richer language communication interactions to children to foster their communication skills and language development, use more often role-playing, using soft toys, and implement strategies that enhance and broaden children's ideas, thinking and vocabulary.…”

Section: 4mentioning

confidence: 85%

Distance Education in Early Childhood Education During the COVID-19 Pandemic: Teachers’ and Parents’ Perspectives and Experiences in Greece

Pliogou,

Zaragas,

Tromara

et al. 2024

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The unprecedented crisis of the COVID-19 inflicted all spheres of social life and especially education, to which Early Childhood Education (ECE) belongs. ECE had to adapt to an entirely new and unknown situation, including teachers, parents, and children. We qualitatively explored through semi-structured interviews both teachers' and parents' perspectives toward the implementation of distance education in ECE in Greece. Data were triangulated. The aims of this research were to examine: (1) The reactions of teachers and children/parents toward distance education; (2) Advantages and disadvantages of distance education in ECE; (3) Method preferred; (4) Parental involvement. Results indicated that although the shift to online teaching was abrupt, they managed to respond effectively by applying digital tools and teaching strategies to motivate the participation of children. However, they also highlighted the increased demand for teacher's training in ICT, the social impact, the implementation of a holistic approach, material and psychological support to parents and children, and finally, post-pandemic implications.

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“…Online learning satisfaction refers to evaluation opinions and feeling experiences of learners toward the quality of online learning service provided by online learning providers, which is a cumulative psychological response to online learning contents and learning environment, formed after a rational and emotional comparison between the actual perceived online learning effect and expectations of the perception ( Yao et al, 2016 ). Currently, OLS has become a focus of research drawing much attention ( Bair and Bair, 2011 ; Ramayah and Lee, 2012 ; Ladyshewsky, 2013 ; Richardson et al, 2017 ; Alqurashi, 2019 ; Wang et al, 2019 ; Lin et al, 2020 ; Xiao and Li, 2021 ), especially after the spreading of COVID-19, among which the factors influencing OLS are the most hotly discussed ( Hew et al, 2020 ; Zhang et al, 2020 ; Jiang et al, 2021 ; Zeng and Wang, 2021 ; Schroedler et al, 2022 ). Some of the factors of significance include the role of online educator ( An et al, 2009 ; Costley and Lange, 2016 ), online interaction between teacher and learner ( Baker, 2010 ; Kuo et al, 2014 ), perceived usefulness of online learning course ( Liaw, 2008 ; Liu et al, 2015 ), online learning content ( Kranzow, 2013 ), the role of platform technology ( Dinh and Nguyen, 2020 ), learner’s motivation and efficacy ( Artino, 2007 ; Alqurashi, 2019 ), online learning environment ( Piccoli et al, 2001 ; Alqurashi, 2019 ) as well as assessment and evaluation systems ( Dinh and Nguyen, 2020 ).…”

Section: Online Learning Satisfactionmentioning

confidence: 99%

Factors Influencing Online Learning Satisfaction

2022

Front. Psychol.

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Online learning has received extensive attention in the field of education in the recent decade, especially after COVID-19 swept the globe in 2020. Online learning satisfaction (OLS) has become the focal point of the research, since it is of vital significance to enhance online learning efficiency. This paper reviews the research on OLS from the dimensions of online learners, online instructors, online platforms and online instructional design to have a clear picture of factors affecting OLS. Based on the review of previous studies, this mini review presents the prospect of future research on OLS and believes that breakthroughs on OLS research can be achieved by innovating research methods, expanding research subjects, and enriching research topics. OLS is a complicated dynamic system influenced by a diversity of factors, and it is worth more in-depth research by scholars and educators in future.

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Remote learning and its effects on the well-being of primary school learners in Germany

Cited by 6 publications

References 28 publications

Characteristics of distance education interventions and related outcomes in primary school children during COVID-19 pandemic: A systematic review

Characteristics of distance education interventions and related outcomes in primary school children during COVID-19 pandemic: A systematic review

Distance Education in Early Childhood Education During the COVID-19 Pandemic: Teachers’ and Parents’ Perspectives and Experiences in Greece

Factors Influencing Online Learning Satisfaction

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