Norwegian students’ experiences of homeschooling during the COVID-19 pandemic

Abstract

Norwegian teachers and school leaders had to organise and provide homeschooling for their students from March to May 2020 due to the COVID-19 pandemic. A survey conducted in May 2020 examined lower secondary school students' experiences of distance learning. How students at different levels of academic achievement (based on grades) experienced homeschooling was compared to comparable findings from a survey conducted on students from the same schools during the autumn of 2018. The findings indicate that students experienced less support and feedback from their teachers during homeschooling, and that teachers gave more written than oral feedback to the students during homeschooling than they do in regular school. Furthermore, there was a tendency of lower efforts and self-efficacy among low-achieving students, which might be difficult to reverse when schools reopen. The findings raise growing concerns about homeschooling leading to a larger gap between high-and low-achieving students in lower secondary school.

Children’s Motivation to Learn at Home During the COVID-19 Pandemic: Insights From Indian Parents

“…Third, not surprisingly, children with poorer academic achievement before the pandemic generally have weaker motivation to learn during school closures. This mirrors a recent finding by Maelan et al (2021), who observed that low-(vs high-) achieving students in Norway generally exhibited lower efforts and self-efficacy throughout the pandemic. Together, these findings highlight that low-achieving students tend to suffer more from COVID-19-related school closures and that these children may require greater and more frequent assistance from parents/ teachers to make progress in their learning.…”

“…Since the pandemic began in early 2020, much research has taken place to shed light on how parents and children worldwide coped with remote learning. For instance, Maelan et al (2021) explored how Norwegian students at various levels of academic achievement differed in their remote learning experience; Dong et al (2020) surveyed how Chinese parents' attitudes towards online learning affected their children's education during the pandemic; Parczewska (2020) investigated how parents in Poland coped with the demands from homeschooling. Although these studies were conducted in different parts of the world, they all noted that school-aged children have difficulty maintaining motivation during remote learning.…”

School Performance among Children and Adolescents during COVID-19 Pandemic: A Systematic Review

“…The research in databases retrieved 23,039 publications, from which 3515 were duplicates. After screening a total of 19,524 records by title, abstract, and full text, 42 of them were finally considered eligible [ 7 , 8 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 ] (Prisma Flow Chart— Figure 1 ).…”

Global emergency remote education in secondary schools during the COVID-19 pandemic

“…A consequence of higher levels of disengagement was that students had lower levels of overall motivation (reported in 16 studies, 20%) and lower motivation was identified as being particularly problematic among lower achieving students in some studies (Nusser, 2021;Maelan et al, 2021;Pelikan et al, 2021). Although the explanations put forward for lower motivation among students were diffuse, a number of studies attributed issues with technology and internet connection as explanatory factors (Al Salman et al, 2021;Dema et al, 2021;Hodgen et al, 2020).…”