Distance learning during the early stages of the COVID-19 pandemic: Examining K-12 students’ and parents’ experiences and perspectives

Simpson, Jenna Conan

doi:10.55612/s-5002-046-002

Cited by 11 publications

(19 citation statements)

References 16 publications

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“…Regarding the benefits that technologies can offer to improve learning activities, students acknowledged the positive impact of educational technologies in working effectively and efficiently. There is a variety of strategies used in online teaching and educational technologies are useful in both synchronous and asynchronous modes of educational delivery, which is in-line with other recent studies [15]. However, the correlation between adoption of digital technologies and student efficiency may need further investigation [16].…”

Section: Conclusion and Discussionsupporting

confidence: 64%

A Snapshot of University Students’ Perceptions About Online Learning During the Covid-19 Pandemic

Nikou

2021

Smart Innovation, Systems and Technologies

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Gaining a better understanding of how the COVID-19 pandemic has affected students' attitudes towards online education is important in order to pave the way from education disruption to education recovery. The current study aims to investigate how COVID-19 pandemic has changed University students' perceptions about online education. The study used a localised version of a questionnaire developed by the Association for Smart Learning Ecosystem and Regional Development on different aspects of distance education. Participants were 90 University students. The results emerging from the investigation demonstrate a positive overall attitude of University students about online distance education, with relatively high levels of perceived ease of use, perceived usefulness, perceived interest and digital competences increase and a preference towards blended modes of delivery. The findings can help education professionals to better plan and design future online courses in the post-COVID-19 landscape.

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Section: Conclusion and Discussionsupporting

confidence: 64%

A Snapshot of University Students’ Perceptions About Online Learning During the Covid-19 Pandemic

Nikou

2021

Smart Innovation, Systems and Technologies

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“…Three of these focused on the challenges, opportunities and lessons learned by students, teachers, parents and other education stakeholders during the implementation of ERT in response to school closures prompted by the first wave of COVID-19 (Jan, 2020 ). These studies sought to guide schools on how to best prepare teachers to address those demands successfully (Simpson, 2020 ) and proposed action plans to the government, decision-makers and stakeholders to ensure quality education (Ferri et al, 2020 ). In the fourth article in this subset, Subreen Al Salman et al ( 2021 ) highlight challenges faced by students in particular and the degree of their preference towards distance learning.…”

Section: Resultsmentioning

confidence: 99%

“…Another concern was that the highly excessive use of ICT devices throughout online teaching tended to encourage teachers and students to stay up late. As a result, many of them opted to sleep during the day, slept longer hours and experienced headaches, back pain and eye strain and ate excessively, all of which, according to Pelikan et al ( 2021 ), Simpson ( 2020 ) and Beattie et al ( 2021 ), had a negative impact on maintaining good physical health. Similarly, Martin Tomasik et al ( 2021 ) observed that many younger students became more prone to pandemic-related stress and in some cases victims of marital strife or even family violence.…”

Section: Challenges Faced By Students and Teachers In Implementing Ertmentioning

confidence: 99%

“…Most school activities were now supposedly taking place in home settings, thwarting learning processes and students’ social-emotional well-being (Camacho-Zuñiga et al, 2021 ). Jenna Simpson ( 2020 ) and Elisabeth Pelikan et al ( 2021 ) report students’ rampant states of stress, depression, anxiety, loneliness and domestic violence, which affected their learning capacity. Moreover, cases of students’ disturbed learning engagement (Raguindin et al, 2021 ) and deteriorated physical health interfered with their focus on studying (Lee, 2020 ) and social interaction (Wang et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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A systematic review of K–12 education responses to emergency remote teaching during the COVID-19 pandemic

et al. 2022

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Emergency remote teaching (ERT) has potential for transforming future instruction and learning across the K–12 educational domain. The study presented here evaluated empirical evidence from peer-reviewed literature pertaining to the challenges and opportunities experienced by teachers and students during the implementation of ERT prompted by the COVID-19 pandemic. To locate relevant reports and research, the authors explored three databases: Web of Science, ScienceDirect and Scopus. Based upon predefined selection criteria, they selected 51 studies for thematic and content analysis. Next, they developed a taxonomy which comprised three categories: (1) K–12 education responses to ERT; (2) educational inequality; and (3) learning outcomes. Using this taxonomy, the authors conducted a deep analysis and critical review to highlight multiple challenges and critical gaps in the literature surrounding ERT in K–12 education settings. Their review reveals innovative strategies for overcoming obstacles to technological readiness, online learning adaptation and teachers’ and students’ physical and mental health. This knowledge will be valuable to policymakers, researchers, practitioners and educational institutions in reducing the adverse effects of catastrophic situations on childhood education in the future.

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“…The outbreak of the COVID-19 pandemic in March 2020 and subsequent lockdowns had a catastrophic impact on individuals' social-emotional, mental, and economic health, an unintended consequence of efforts to protect and preserve the physical health of communities [1,2]. Families raising children across the globe during this time faced heightened fears, burdens, and service needs, with fewer options than usual for receiving necessary support [3][4][5][6][7].…”

Section: Introductionmentioning

confidence: 99%

When Kinship Caregivers Became Teachers: Role Stress and Strain from Remote Learning during COVID-19

Klein-Cox,

Tobin,

Denby

2023

Societies

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For caregivers of school-age children, schooling at home was a significant stressor during the COVID-19 pandemic. Research demonstrates the emotional burden of taking on the role of teacher while trying to balance responsibilities related to work, household, and childcare. Yet little is known about the well-being of kinship caregivers during this time, although this population is at heightened risk for role stress and strain and emotional distress. This article shares the results of focus groups conducted as part of a larger qualitative study, the purpose of which was to understand the factors that influenced the well-being of kinship families during the pandemic, from the perspective of kinship caregivers and child welfare professionals. From these conversations, the challenges of remote learning emerged as a prominent theme, particularly for caregivers raising children with special healthcare needs, who comprised the majority of the sample. Given their pre-pandemic role stress and strain due to caregiving responsibilities, most caregivers struggled with managing their child’s learning, working from home, and caring for children with trauma histories, often with limited support and access to needed services. These findings suggest that this population needs support—potentially in the form of wrap-around services and/or social safety net provisions—to reduce their role stress and strain and improve well-being.

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Distance learning during the early stages of the COVID-19 pandemic: Examining K-12 students’ and parents’ experiences and perspectives

Cited by 11 publications

References 16 publications

A Snapshot of University Students’ Perceptions About Online Learning During the Covid-19 Pandemic

A Snapshot of University Students’ Perceptions About Online Learning During the Covid-19 Pandemic

A systematic review of K–12 education responses to emergency remote teaching during the COVID-19 pandemic

When Kinship Caregivers Became Teachers: Role Stress and Strain from Remote Learning during COVID-19

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