Worldwide Shadow Education Epidemic: From East Asia to Western Hemisphere

Kim, Young Chun; Jung, Jung‐Hoon

doi:10.1007/978-3-030-03982-0_2

Cited by 6 publications

(3 citation statements)

References 66 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, to our knowledge, these studies focus mostly on capturing physical activities and sedentary behaviors but less comprehensively on dietary behaviors; for example, types of food consumed [ 14 , 17 ] and food portions [ 15 , 16 ] were not collected. Furthermore, there is a lack of application containing databases of Asian foods and common activities of children within the Asian context, such as tuition, also known as shadow education, which is prominent in East Asian countries [ 18 ]. In addition, the location of activities has been less studied, and no study to date has collected data on simultaneous activities (eg, eating while studying) in children aged 10-14 years, which is valuable for a better understanding of the activity contexts in children [ 19 ].…”

Section: Introductionmentioning

confidence: 99%

A Web-Based Time-Use Application to Assess Diet and Movement Behavior in Asian Schoolchildren: Development and Usability Study of My E-Diary for Activities and Lifestyle (MEDAL)

et al. 2021

View full text Add to dashboard Cite

Background Web-based time-use diaries for schoolchildren are limited, and existing studies focus mostly on capturing physical activities and sedentary behaviors but less comprehensively on dietary behaviors. Objective This study aims to describe the development of My E-Diary for Activities and Lifestyle (MEDAL)—a self-administered, web-based time-use application to assess diet and movement behavior—and to evaluate its usability in schoolchildren in Singapore. Methods MEDAL was developed through formative research and an iterative user-centric design approach involving small groups of schoolchildren (ranging from n=5 to n=15, aged 7-13 years). To test the usability, children aged 10-11 years were recruited from 2 primary schools in Singapore to complete MEDAL for 2 weekdays and 2 weekend days and complete a 10-item usability questionnaire. Results The development process revealed that younger children (aged <9 years) were less able to complete MEDAL independently. Of the 204 participants (118/204, 57.8% boys, and 31/201, 15.4% overweight) in the usability study, 57.8% (118/204) completed 3 to 4 days of recording, whereas the rest recorded for 2 days or less. The median time taken to complete MEDAL was 14.2 minutes per day. The majority of participants agreed that instructions were clear (193/203, 95.1%), that MEDAL was easy to use (173/203, 85.2%), that they liked the application (172/202, 85.1%), and that they preferred recording their activities on the web than on paper (167/202, 82.7%). Among all the factors evaluated, recording for 4 days was the least satisfactory component reported. Compared with boys, girls reported better recall ability and agreed that the time spent on completing 1-day entry was appropriate. Conclusions MEDAL appears to be a feasible application to capture diet and movement behaviors in children aged 10-12 years, particularly in the Asian context. Some gender differences in usability performance were observed, but the majority of the participants had a positive experience using MEDAL. The validation of the data collected through the application is in progress.

show abstract

Section: Introductionmentioning

confidence: 99%

A Web-Based Time-Use Application to Assess Diet and Movement Behavior in Asian Schoolchildren: Development and Usability Study of My E-Diary for Activities and Lifestyle (MEDAL)

et al. 2021

View full text Add to dashboard Cite

show abstract

“…By asking students to reflect on the goals they pursue and the benefits they perceive from attending shadow education, we try to unravel what it is that students seek and find in shadow education in comparison to the home and school context. Our examination of students' goals and benefits not only builds upon and extends earlier student-centred work on shadow education in Asian and North-American contexts (Chan & Bray, 2014;Forsey, 2013;Hajar, 2018Hajar, , 2019Kim & Jung, 2019;Mahmud, 2019), but can also enhance our understanding of the relatively unknown position shadow education occupies in students' academic lives.…”

mentioning

confidence: 87%

“…When the school bell rings in the Netherlands, an increasing number of students head to private supplementary tutoring (CBS Statistics Netherlands, 2020), mirroring a pattern of increasing participation in so-called "shadow education" that is found in many countries across the globe. Like a shadow following a person or an object, shadow education follows mainstream education by providing students with formal, private, out-of-school learning activities to enhance their academic performance (Kim & Jung, 2019). In some countries, mainly in East Asian societies which value Confucian traditions of effort and achievement, shadow education is regarded as a standard educational practice for most school-aged children (Bray, 2009).…”

mentioning

confidence: 99%

A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands

Jansen¹,

Elffers²,

Volman³

2020

Orbis Scholae

View full text Add to dashboard Cite

Worldwide, the use of private supplementary tutoring, commonly referred to as shadow education, has become increasingly prevalent since the turn of the millennium. Recently, participation rates in the Netherlands have substantially increased. This paper aims to explore the place of shadow education in students' academic lives by studying the goals and experienced benefits that students identify. Data were collected through 37 semi-structured interviews with tutored students in secondary education in the Netherlands. Our findings indicate that students conceived of shadow education as a skill-building institution to which they turned to for self-study, to receive career support, and to boost their performance. Students' reflections reveal that shadow education builds upon and extends, but does not replace, learning activities at home and school. Based on our findings, we discuss how shadow education can function as a "third place" between school and home, occupying an increasingly prominent position in students' academic lives.

show abstract

Half-Private Education

Lapidus

2019

The Quest for a Divided Welfare State

View full text Add to dashboard Cite

Worldwide Shadow Education Epidemic: From East Asia to Western Hemisphere

Cited by 6 publications

References 66 publications

A Web-Based Time-Use Application to Assess Diet and Movement Behavior in Asian Schoolchildren: Development and Usability Study of My E-Diary for Activities and Lifestyle (MEDAL)

A Web-Based Time-Use Application to Assess Diet and Movement Behavior in Asian Schoolchildren: Development and Usability Study of My E-Diary for Activities and Lifestyle (MEDAL)

A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands

Half-Private Education

Contact Info

Product

Resources

About