The Effects of Online Homeschooling on Children, Parents, and Teachers of Grades 1–9 During the COVID-19 Pandemic

Zhao, Ying; Guo, Yong; X, Yu; Zhu, Ranke; Sun, Wei; Huang, Wei; Liang, Deyi; Tang, Lin-hua; Zhang, Fan; Zhu, Dongsheng; Wu, Jie

doi:10.12659/msm.925591

Cited by 144 publications

(171 citation statements)

References 23 publications

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“…Our data are consistent with those of another web-based survey in China, in which parents' Self-rating Anxiety Scale results showed that the degree of anxiety was higher than normal. Additionally, 17.6% of students were suspected of experiencing emotional problems during online homeschooling [ 47 ]. Another survey showed that 73.9% of primary and secondary school students’ parents felt that their burden increased, and compared to these parents, the burden on parents of primary school students in grades 1-3 increased by a higher degree (79.3%) [ 48 ].…”

Section: Discussionmentioning

confidence: 99%

Experiences and Attitudes of Elementary School Students and Their Parents Toward Online Learning in China During the COVID-19 Pandemic: Questionnaire Study

Cui¹,

Zhang²,

Wang³

et al. 2021

J Med Internet Res

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Background Due to widespread SARS-CoV-2 infection, an emergency homeschooling plan was rigorously implemented throughout China. Objective This study aimed to investigate the experiences and attitudes of elementary school students and their parents (two generations from the same family) toward online learning in China during the pandemic. Methods A 16-item questionnaire was distributed at the 10-day and 40-day marks after the start of the first online course to 867 parent-child pairs and 141 parent-child pairs, respectively. The questionnaire was comprised of questions pertaining to course and homework completeness, effectiveness, reliability, and abundance as well as the students’ enthusiasm for taking part in online classes and their satisfaction with the courses. Results Our findings indicate that 90.7% (786/867) of students exhibited high or moderate enthusiasm for participating in online classes. However, most students performed poorly in online learning classes and after-school homework. With regard to satisfaction, parents' and students' average scores were 7.35 and 7.25, respectively (10-point scoring system). During the second stage of this study, parents' positive evaluations for online learning declined, including those for the effectiveness and reliability of the courses. Furthermore, the proportion of students who completed the courses and homework on time decreased; this difference proved statistically significant (P=.047). The parents’ and students’ overall satisfaction with online learning also declined during the second stage (parents: 7.21; students: 7.23); however, the difference in overall satisfaction between the two stages was not statistically significant (parents: P=.53; students: P=.60). Several of the parents (315/867, 36.2%) indicated that assisting with and supervising the students’ online learning resulted in increased stress. Further, 36% of parents expressed dissatisfaction with or provided suggestions for online learning; most parents and students hoped to return to face-to-face classes (parents: 823/867, 94.9%; students: 811/867, 93.5%). Finally, our results presented the following six main issues that parents were the most concerned about: (1) disappointment regarding timely interaction in courses; (2) apprehensiveness about students’ understanding of the course; (3) the increased burden of annoying adult responsibilities; (4) concern about children's eyesight; (5) the idea that teachers’ explanations were not detailed enough; and (6) concerns about the decline of students' interest in and attention toward online courses. Conclusions Online learning can prevent the spread of infectious diseases while still allowing elementary school students to attain knowledge. However, in our study, children’s completion of the courses and homework were not satisfactory. Furthermore, their parents often experienced stress and had many concerns and complaints. Measures such as increasing the interactivity of the courses and prohibiting teachers from assigning tasks to parents could improve the effectiveness of these courses and the mental health of parents and students.

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Section: Discussionmentioning

confidence: 99%

Experiences and Attitudes of Elementary School Students and Their Parents Toward Online Learning in China During the COVID-19 Pandemic: Questionnaire Study

Cui¹,

Zhang²,

Wang³

et al. 2021

J Med Internet Res

View full text Add to dashboard Cite

show abstract

“…Children represent a particularly active population group 7 . Confinement at home during the lockdown period has led to disruption of their daily lifestyle, principally as cessation of in‐person school attendance, transition to online learning, discontinuation of interactions with peers, and limited outdoor activities 8,9 . Social isolation, unconstrained sleep schedules, prolonged screen exposure, along with the inherent uncertainties and fear related to the pandemic likely affected their sleep patterns.…”

Section: Introductionmentioning

confidence: 99%

Effects of the COVID‐19 lockdown on sleep duration in children and adolescents: A survey across different continents

Kaditis

Ohler

Gileles‐Hillel

et al. 2021

Pediatric Pulmonology

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Background A parent survey was conducted to assess the sleep habits of children residing in various countries before and during the SARS‐CoV‐2 pandemic. It was hypothesized that lockdown would be associated with increased sleep duration. Methods Outcomes were changes in bedtime, wake time, and sleep duration in the pandemic compared to before. Logistic regression was applied to evaluate the effects of age and covariates on outcomes. Results A total of 845 questionnaires completed from May 1 to June 10, 2020 were analyzed (45.8% female; age 3–17 years). During the pandemic, 23.1% of preschoolers, 46.2% of school‐age children, and 89.8% of adolescents were going to bed after 10 p.m. on weekdays compared to 7.1%, 9.4%, and 57.1% respectively before the pandemic, with these proportions being higher on weekends. Likewise, 42.5% of preschoolers, 61.3% of school‐age children, and 81.2% of adolescents were waking after 8 a.m. on weekdays (11.6%, 4.9%, and 10.3%, before) with these proportions being greater on weekends. Sleep duration did not change in 43% of participants on weekdays and in 46.2% on weekends. The 14–17 years group had fourfold increased odds for longer sleep duration on weekdays (p < .01), and children aged 6–13 years had twofold increased odds for longer sleep duration on weekends relative to the 3–5 years age group (p = .01). Conclusions Although lockdown was associated with later bedtime and wake time, this shift did not alter sleep duration in more than 40% of children. Yet, compared to preschoolers, high school‐aged children were more likely to sleep more on weekdays and primary school children on weekends.

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“…As of January 1, 2021, more than 80 million people have been infected with the novel coronavirus (COVID-19), and people around the world are concerned about the risk of infection [ 4 ]. Accordingly, school boards and teachers, who typically work in high-risk congregate settings, are taking actions to prevent infections, such as adopting online teaching methods to replace traditional face-to-face classroom environments [ 5 – 7 ]. However, since the onset of the COVID-19 pandemic, adults and children alike have reported experiencing anxiety-induced depression, post-traumatic stress disorder, and other psychological symptoms [ 8 – 10 ].…”

Section: Introductionmentioning

confidence: 99%

Causes of anxiety among teachers giving face-to-face lessons after the reopening of schools during the COVID-19 pandemic: a cross-sectional study

et al. 2021

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Background Coronavirus infections are spreading rapidly worldwide, and primary and middle schools are closed in many countries. After the state of emergency was lifted in Japan, schools have reopened, and teachers are conducting face-to-face classes while maintaining safety precautions. This study aimed to assess the factors contributing to infection-related anxiety and educational anxiety among teachers conducting face-to-face classes during the COVID-19 pandemic after schools reopened. Methods This questionnaire-based cross-sectional study was conducted with 263 primary and middle school teachers in the Shinagawa area of Tokyo (October 10–30, 2020). The questionnaire assessed the type of school (primary or middle school), sex, age, and factors contributing to infection-related anxiety and educational anxiety that arose from the pandemic. The levels of anxiety and the factors contributing to anxiety were assessed using a 5-point Likert scale ranging from 1 (not at all) to 5 (very anxious). Results In an analysis of the data of 237 participants excluding the missing data, many teachers reported feeling infection- and education-related anxiety. A majority of the participants were women (n = 152, 64.1%), and the mean age of the participants was 39.8 ± 11.3 years. A stepwise multiple regression analysis identified six factors for infection-related anxiety as significant (R2 = 0.61, p < 0.001). Among these variables, the largest partial regression coefficient value was reported for the following reason: “I feel anxious because we cannot ensure the safety of teachers themselves or of their families” (β = 0.37, p < 0.001). For educational anxiety, four of six reasons were identified as significant (R2 = 0.64, p < 0.001). Among these, “anxiety about the students’ home situations” (β = 0.41, p < 0.001) and “delay in education (students’ side)” (β = 0.27, p < 0.001) had stronger associations with anxiety compared to the others. Conclusion In-person education during the COVID-19 pandemic has caused teachers to experience anxiety. This report provides useful information by highlighting the reasons for infection-related anxiety and educational anxiety that teachers experience in face-to-face classes during a pandemic. Even if the coverage of a COVID-19 vaccine becomes widespread worldwide, we will still be combating COVID-19 infections for at least a few years. Given concerns regarding such infections, to ensure students’ right to education, it is essential to understand why teachers feel anxious and to determine appropriate measures to decrease such anxiety.

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The Effects of Online Homeschooling on Children, Parents, and Teachers of Grades 1–9 During the COVID-19 Pandemic

Cited by 144 publications

References 23 publications

Experiences and Attitudes of Elementary School Students and Their Parents Toward Online Learning in China During the COVID-19 Pandemic: Questionnaire Study

Experiences and Attitudes of Elementary School Students and Their Parents Toward Online Learning in China During the COVID-19 Pandemic: Questionnaire Study

Effects of the COVID‐19 lockdown on sleep duration in children and adolescents: A survey across different continents

Causes of anxiety among teachers giving face-to-face lessons after the reopening of schools during the COVID-19 pandemic: a cross-sectional study

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