Parental involvement in remote learning during the COVID‐19 pandemic—Dominant approaches and their diverse implications

Abstract

During the COVID-19 pandemic, most countries introduced restrictions on the functioning of schools and moved the educational process to virtual networks and family homes (Song et al., 2020). In Poland, after two weeks of suspended classes, remote teaching was launched. Each institution had to rapidly develop its own implementation strategy. The methodology of conducting classes before lockdown did not take into account blended learning, and

Parental Home Monitoring and Support and Students’ Online Learning and Socioemotional Well-Being During COVID-19 School Suspension in Hong Kong

“…This is because these younger students may have difficulties completing distance learning tasks at home due to lack of learning interests and limitations of home learning environments ( Lau and Lee, 2021 ). Consequently, parents can play an important role by being teachers, autonomy-supportive coaches, and interveners ( Knopik et al, 2021 ). Spear et al (2021) provided additional insights from teachers’ perspectives on what parents need to do to monitor and support primary school students’ learning during the pandemic-induced school suspension.…”

“…However, the different patterns of results between the primary and secondary school samples underscore the importance for research on familial influences (SES, parental involvement) and student outcomes to consider contextual factors (e.g., students’ grade levels or age) ( Tan et al, 2019 ). Previous studies suggest that, compared to secondary school students, primary school students may be more dependent on parental interventions and therefore, parents need to work harder to understand their children’s developmental and learning needs, cultivate a positive parent–child relationship, and be more proactive in their parenting ( Knopik et al, 2021 ; Lau and Lee, 2021 ; Spear et al, 2021 ). Future research can expand the scope of investigation of parenting influences beyond parental involvement to identify aspects of parenting that can enhance the online learning of primary students during school suspension.…”

The impact of different family socio-economic classes on the use of Internet learning by adolescence in two regions, Europe and China

“…Since 2020, and the start of the covid-19 pandemic, one of the most visible features was the closure of schools around the world to reduce the spread of the virus, with most countries imposing restrictions on school operations and shifting the educational process to the internet and the home (Knopik et al, 2021). In the context of the epidemic, schools opted for distance learning to help students finish their studies.…”

“…Dropping out of school for months at home can hinder students' learning and development and is of serious concern for young people from disadvantaged backgrounds, whose average performance is already lower than that of their wealthier peers (Andrew et al, 2020). This form of education poses significant challenges for teachers, students and parents, with schools and families lacking previously developed and tested guidelines and good practice in communicating the current curriculum (Knopik et al, 2021).…”

“…As people live their lives, there is a growing awareness of the critical role that new digital information and electronic communication technologies (ICTs) play in the lives of adolescents and their ubiquitous presence in the contemporary family. In addition, ICTs have been increasingly used in schools between teaching and student learning (Hollingworth et al, 2011), and this has been especially true during the covid-19 pandemic (Knopik et al, 2021).…”