Parents' Perceptions of E-Learning in School Education: Implications for the Partnership between Schools and Parents

Autor/in	Kong, Siu-Cheung
Titel	Parents' Perceptions of E-Learning in School Education: Implications for the Partnership between Schools and Parents
Quelle	In: Technology, Pedagogy and Education, 27 (2018) 1, S.15-31 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2017.1317659
Schlagwörter	Foreign Countries; Parent Attitudes; Educational Technology; Electronic Learning; Partnerships in Education; Parent School Relationship; Responsibility; Parent Surveys; Questionnaires; Focus Groups; Correlation; Technological Literacy; School Role; Elementary Secondary Education; Statistical Analysis; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Elternverhalten; Unterrichtsmedien; Hochschulpartnerschaft; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Verantwortungsübernahme; Zuständigkeit; Fragebogen; Korrelation; Technisches Wissen; Statistische Analyse; Hongkong
Abstract	This study aimed to investigate parents' understanding of, support for and concerns about e-learning and proposed a school-parent partnership distributing responsibilities to parents and schools based on the results of the study. A total of 61 parents from 21 schools in an e-learning pilot scheme in Hong Kong responded to a questionnaire survey and focus group interviews. Results indicated that there was a high correlation between parental understanding and support for e-learning although parents demonstrated only a basic level of understanding. Four types of parental support and six major areas of parental concern were identified. These results shed light on the school-parent partnership whereby parents should implement a proactive e-learning policy at home to monitor, support and inspire e-learning. Schools should formulate a holistic policy to address parents' concerns responsively and proactively to gain support. Schools can enhance parents' pedagogical understanding of e-learning and address parental concerns through school-parent communication and peer support among parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01