K-12 teachers conducting remote teaching in Thailand during the pandemic: The strategies, challenges and future directions

Wetcho, Suthanit; Na-Songkhla, Jaitip; Wang, Charles Xiaoxue

doi:10.1177/14782103221113166

Cited by 2 publications

(2 citation statements)

References 38 publications

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“… 8 , 9 Not only China but also Japan, the Philippines, and Thailand initially struggled to implement online learning for K-12 students. 10 , 11 There is a negative effect of school closures on academic performance among younger students during the COVID-19 pandemic. 12 Many educators and parents worry about K-12 students returning to school with lower academic performance when emergencies end.…”

Section: Introductionmentioning

confidence: 99%

Parental Involvement, Academic Self-Efficacy, and Depression on Academic Performance Among Chinese Students During COVID-19 Pandemic

Kang,

Li,

Chen

et al. 2024

PRBM

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Objective This study was conducted to identify the factors (especially parental involvement, academic self-efficacy, and depression) associated with academic performance among Chinese K-12 students during the COVID-19 pandemic. Methods This cross-sectional study used data from the 2020 China Family Panel Studies (CFPS). The CFPS was conducted from July to December 2020 during the COVID-19 pandemic. A multistage probability sample proportional to size was used for the survey. The final sample consisted of 1747 K-12 students. This study used the 14-item Chinese Parental Involvement and Support Scale, the Responsibility Scale, and the 8-item Center for Epidemiologic Studies Depression Scale to measure parental involvement, academic self-efficacy, and depression, respectively. An ordered probit regression and structural equation models were employed to analyze the factors associated with academic performance. A multiple imputation technique was applied to compute missing values in selected variables. Results We found that parental involvement and academic self-efficacy were positively associated with good academic performance. In contrast, depression was negatively associated with good academic performance. Moreover, academic stress, male, rural residency, middle school, family size, high income, online gaming daily, reading, and intelligence quotient were statistically significant predictors on academic performance. Conclusion The empirical findings suggested that parental involvement and academic self-efficacy were positively and significantly associated with good academic performance. However, depression was negatively and significantly associated with good academic performance. These results showed that policymakers and practitioners can help improve academic success and address educational inequalities among K-12 students by implementing a series of reforms.

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Section: Introductionmentioning

confidence: 99%

Parental Involvement, Academic Self-Efficacy, and Depression on Academic Performance Among Chinese Students During COVID-19 Pandemic

Kang,

Li,

Chen

et al. 2024

PRBM

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“…The results of studies conducted on the basis of Thai educational institutions showed that most teachers have the necessary knowledge to develop educational content for online learning. However, the formation of its communication elements requires them to develop administrative and leadership skills (Wetcho et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Problems of Student Communication in Online Learning

2023

European Journal of Contemporary Education

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Despite the lifting of epidemiological restrictions, online learning has not lost its relevance. There are noted the development of hybrid forms of education, the integration of traditional and remote work formats. In this regard, the relevance is the study of the communication process, which becomes a predicate of many dysfunctions in the education system. It is the communication between students and the teacher that is subject to the greatest transformations in the conditions of online learning. The purpose of the author's research is to analyze the experience of online learning for students of Russian universities, to identify the problems of communication between participants in the educational process in the new conditions. The authors used a set of general scientific research methods and analytical procedures (document analysis, comparative analysis, analysis of arbitrary contingency tables using the x2 criterion, etc.). A questionnaire survey of students of Russian universities was chosen as the key research method. Empirical data are presented by the results of two measurements: N1 = 1553 (2020) and N2 = 1107 (2021). The results of the study showed that in the conditions of online learning, students for the most part highlight such negative trends as "deterioration of communication skills" and "decrease in skills for live communication with a teacher". The personal experience of students during the pandemic led to a decrease in "technological optimism" and increased the importance of personal interaction with the teacher. Respondents who rated the quality of teacher feedback excellently feel less of such online learning problems as "routine" and "heavy workloads". The authors established the relationship between the choice of the form of education (online or traditional) and the assessment of feedback between students and the teacher. In the course of the study, an inverse relationship was established between the involvement of students in the educational process and the opportunity to ask a question (or make a comment during the lesson). Students with a high level of involvement in

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K-12 teachers conducting remote teaching in Thailand during the pandemic: The strategies, challenges and future directions

Cited by 2 publications

References 38 publications

Parental Involvement, Academic Self-Efficacy, and Depression on Academic Performance Among Chinese Students During COVID-19 Pandemic

Parental Involvement, Academic Self-Efficacy, and Depression on Academic Performance Among Chinese Students During COVID-19 Pandemic

Problems of Student Communication in Online Learning

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