Parental Involvement in Remote Learning during the COVID-19 Pandemic--Dominant Approaches and Their Diverse Implications

Autor/inn/en	Knopik, Tomasz; Blaszczak, Anna; Maksymiuk, Renata; Oszwa, Urszula
Titel	Parental Involvement in Remote Learning during the COVID-19 Pandemic--Dominant Approaches and Their Diverse Implications
Quelle	In: European Journal of Education, 56 (2021) 4, S.623-640 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knopik, Tomasz) ORCID (Blaszczak, Anna) ORCID (Maksymiuk, Renata) ORCID (Oszwa, Urszula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12474
Schlagwörter	Distance Education; COVID-19; Pandemics; Barriers; Affordances; Elementary School Students; Children; Child Development; Parent Attitudes; Parent Participation + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Child; Kind; Kinder; Kindesentwicklung; Elternverhalten; Elternmitwirkung
Abstract	The aim of the study on which this article reports was to identify parents' approaches to their children's remote education during the COVID-19 pandemic in April and May 2020. Additionally, this investigation sought to determine the role of parent perceptions of the barriers and benefits of remote education. The research draws on a survey of 421 parents of primary school students, in which a 66-item questionnaire (4 subscales) was used. Analysis revealed three main clusters that represent approaches adopted by parents: (1) the committed teacher approach, (2) the autonomy-supporting coach, and (3) the committed teacher and intervener. The parents in cluster 3 emphasised perceived barriers to remote learning more than parents in clusters 1 and 2. Regarding perceptions of the benefits, statistically significant differences were found in perceptions of child development facilitated by remote education (the parents in cluster 2 rated it most positively). The results can be used to support parents and schools in the provision of optimal remote learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01