The paper presents the results of the research on pupils' assessment of the level and manner of parental involvement in their education in the course of online teaching and distance learning during the Covid-19 pandemic. The sample included 505 pupils of the second cycle of primary education on the territory of the Republic of Serbia. An instrument was designed for the research purposes and it contains questions about the sociodemographic characteristics of the sample, a question about pupils' general satisfaction with distance learning, as well as the assessment scale of parental involvement consisting of two subscales - parental supervision and direct assistance. The average score on the whole scale shows a moderate parental involvement, with parental supervision being more present than providing direct assistance. Although the majority of the pupils expressed a partial satisfaction or dissatisfaction with distance learning, the results showed that the pupils whose parents provided more direct help were more satisfied with distance learning. On the other hand, the analysis of moderation found that in the pupils of higher grades, the parental direct help entailed a lower satisfaction with distance learning. Despite certain limitations of the research, the results generally suggest that parents should be viewed as a significant resource for the effectiveness of distance learning, and imply the need to empower parents in this area.
Bearing in mind the specifics of the educational process in the online context and the factors of satisfaction with this type of teaching in a crisis, the paper presents the results of research aimed at examining student satisfaction with distance learning in the conditions of the coronavirus pandemic. The research was conducted on a convenient sample of 505 students in the second cycle of primary school education in the Republic of Serbia. A modified version of the Technology Acceptance Model (Davis 1989) instrument was used for the research. Using factor analysis, we identified two subscales (Attitudes towards distance learning and Motivated behaviour) for which we established criterion validity. The obtained results for the entire scale showed that the respondents moderately positively assessed the factors of satisfaction with distance learning, while female students and respondents from two-parent families rated satisfaction with this aspect at a higher level. The analysis of the differences in the answers obtained concerning the measured socio-demographic variables showed that the answers on the subscale Attitudes towards distance education of the child differ concerning the birth order in the family. On the subscale Motivated behaviour differences were determined concerning gender, school achievement and family structure. In addition to the research limitations highlighted in the paper, the results generally suggest that strengthening the sense of personal control and self-regulation is one of the more essential ways to improve satisfaction, motivation and intention to learn during distance learning.
This paper starts from the analysis of the connection between the development of post informatics society with modern pedagogical theory and practice. On the one hand, modern man is faced with great challenges and problems of today's post informatics society. On the other hand, opportunities and different perspectives that individuals have in creating their own life path are extremely versatile. There are many trends of today's world that influence daily life of every individual and some of those are: the age of instant communication, on-line learning, 'age of leisure', changes in business domain, 'the triumph of individual', etc. All of these trends, and many others, indicate the necessity of providing holistic and systematic support to upcoming generations. Educational institutions, which are the most organized forms of pedagogical work and influence, have to be the base for providing that support. Pedagogue plays crucial role in integrating the work of his educational institution with trends of our modern society. Therefore, emphasis of this paper is put on overview of key competences which pedagogues have to nourish and develop in changing conditions of modern world. In that regard, aim of this paper is directed towards analysis of the key competences important for the profession of pedagogue, which are based on the framework for 21st century teaching and learning (Partnership for 21st Century Skills). Those key competences are: learning and innovation skills, Information, media and technology skills and life and career skills. Learning and innovation skills are the first group of competences that are also referred as 4C since they include: Creativity and innovation, Critical thinking and problem solving, Communication and Collaboration. Second group of competences are centered around new digital media and technology, including practical skills of technology use, as well as ability to critically assess media content. Third group of 21st century key competencies are life and career skills which are emphasizing the importance of being adaptable, driven, reflective and prepared for a lifetime of learning and improvement. It can be concluded that key competence development among pedagogues, and among other educational staff, should ensure successful overcoming of current, and future, educational issues, as well as the quality and sustainability of education.
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