Educators by proxy: Emergency remote teaching and learning in the voice of parents

Frontiers in Education, Journal Year: 2023, Volume and Issue: 8

Published: April 13, 2023

Introduction The COVID-19 pandemic led educational systems worldwide to transpose activities planned for face-to-face education mediated contexts - through what is known as Emergency Remote Teaching and Learning (ERTL). This posed unprecedented challenges schools, teachers, families, students. In this context, it was relevant describe understand how parents perceived process, including themselves their children they faced advantages acknowledged in the process. present study focuses on Portuguese parents’ views Methods Data were gathered April May 2020 an online questionnaire answered by 184 of preschool, basic, secondary students (ages 3–18). paper presents data from open questions analyzed deductive inductive content analysis using MaxQDA. Results discussion evidence three overarching themes: equity, parental labor, meaning school. Parents reveal substantial difficulties juggling role proxy educator parent point inequalities those concerning very young children, with disabilities or learning difficulties, enrolled professional education, families insufficient access technologies, working home. school portrayed a crucial environment development, designated space caretaking, but also relational emotional context. Despite scenario, acknowledge ERTL having positive aspects possible outlet keep going even extreme situations.

Language: Английский

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The experience of a parent of distance learners during Covid-19: An autoethnography

Published: Dec. 20, 2023

At the outbreak of Covid-19, my children's school shifted to online distance learning, an unprecedented experience for me and a situation that I never prepared for. The potential replicability is main driver behind this study, i.e., bring attention concerned stakeholders assist in similar future possibilities. Recent literature addressed subject from outsider positions where researchers were not part experience. This study addresses it different perspective, specifically following autoethnographic approach through insider lenses as parent three children who attended learning during period. Findings presented challenges faced due abrupt transition without adequate planning; these include home-related issues, school-related added roles responsibilities, other challenges. Moreover, highlighted some opportunities emerged experience, including takeaways, more time with family, preparedness situations. findings also revealed insights gained, importance school-parent cooperation, closer awareness education processes styles, informal evaluation education.Keywords: autoethnography; homeschooling; experience; distance/online/remote Learning; Covid-19Part Special Issue Parents/guardians, digital technologies

Language: Английский

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Emergency Remote Teaching and Learning and Teachers’ Digital Competence

Revista Electrónica de Investigación Educativa, Journal Year: 2023, Volume and Issue: 25, P. 1 - 16

Published: Dec. 22, 2023

The challenges posed by the COVID-19 pandemic forced schools to quickly mobilize toward emergency remote teaching and learning (ERTL) practices. Teachers’ digital competences were essential in this context. This study aims identify ERTL practices adopted Portugal how they perceived teachers of students aged 3 18. Data gathered through a questionnaire administered online during April May 2020 329 teachers. was as an opportunity develop their own students’ competences. Teachers expressed moderately positive view process reported experience work overload. pedagogical implemented period diverse differed according gender, self-assessment competence, level education taught. Results point importance continued teacher training achieve quality distance education.

Language: Английский

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Comparing Emergency Remote Learning with Traditional Learning in Primary Education: Primary School Student Perspectives

Open Education Studies, Journal Year: 2024, Volume and Issue: 6(1)

Published: Jan. 1, 2024

Abstract This study aims to explore primary school students’ perspectives of emergency remote teaching and learning during the COVID-19 pandemic their preferences when comparing it with face-to-face learning. Data from 114 Greek students showed that did not find online particularly intriguing, enjoyable, interactive felt social isolation due lack communication interactions. Most preferred traditional as they found more enjoyable interactive, made easier learn, focus on, comprehend, perform better. They greatly valued class atmosphere ability actively participate freely communicate, stated was devote time studying, complete assignments, get answers question in person. Students believed despite its disadvantages, might be broadly used future. Finally, no significant differences were regarding gender, age, level.

Language: Английский

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Children's and Parents' Experiences of Care During the Pandemic: An International Review

Emerald Publishing Limited eBooks, Journal Year: 2024, Volume and Issue: unknown, P. 19 - 38

Published: Nov. 21, 2024

Language: Английский

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Challenges and Strategies Taken by English Language Educators in Tertiary Institutions during Emergency Remote Teaching and Learning (ERTL)

Published: April 26, 2023

The strike of COVID-19 pandemic has affected various sectors tremendously, including the education sector around globe. This situation forced closure most educational institutions, which include higher learning institutions. Since Movement Control Order announcement, teaching and processes in institutions were transferred online. shift to online brings different challenges for teachers English teachers, regarding technological skills assessment. In this study, researchers adopted a multiple case study explore strategies 34 from nine universities Malaysia, Indonesia Maldives overcome during Emergency Remote Teaching Learning. data was collected through focused group interview sessions, individual open-ended responses via Google Forms Whatsapp discussion threads. recorded sessions transcribed verbatim analysed using NVIVO software identify common categories themes. findings showed that problems concerning their by seeking help colleagues, attending courses, training webinars choosing suitable platforms learning, also conducting better assessments. faculty could provide more webinars, training, courses perform learning. is believed shed some light on aspects need be considered while planning executing meaningful ESL experience particularly developing countries.

Language: Английский

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Perspectives of Parents in Jabodetabek on Indonesia’s 2022 Limited Face-to-Face Learning Policy

Muslim Education Review, Journal Year: 2023, Volume and Issue: 2(1), P. 99 - 119

Published: July 13, 2023

The Indonesian government has announced that their latest policy on limited face-to-face learning will be implemented in January 2022. This applied equally to all educational levels – from early childhood tertiary institutions. unlike the previous ones and require students attend learning. new changes triggered different opinions among parents who are considered one of key stakeholders decision making process. During Covid-19 pandemic, had right decide whether or not send children back school. qualitative study aims explore parents' viewpoints data was collected 20 Jabodetabek (Jakarta-Bogor-Depok-Tangerang-Bekasi) area using Google Form. Semi-structured interviews were also conducted with five parents. gathered questionnaire showed most agreed Health protocols, loss, mental health well-being three themes emerged as reasons why supported government’s reopen schools next year.

Language: Английский

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Digitisation in Portugal: A Systematic Review of Technological Exclusion and Inclusion Since the Beginning of the Twenty-First Century

Lecture notes in educational technology, Journal Year: 2023, Volume and Issue: unknown, P. 453 - 475

Published: Jan. 1, 2023

Language: Английский

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