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

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Title: Parental involvement in remote learning during the COVID‐19 pandemic—Dominant approaches and their diverse implications.
Authors: Knopik, Tomasz1 tomasz.knopik@umcs.eu, Błaszczak, Anna1, Maksymiuk, Renata2, Oszwa, Urszula3
Source: European Journal of Education. Dec2021, Vol. 56 Issue 4, p623-640. 18p.
Subject Terms: *School children, *COVID-19 pandemic, *Autonomy (Psychology), *Child development, Psychology of parents
Abstract: The aim of the study on which this article reports was to identify parents' approaches to their children's remote education during the COVID‐19 pandemic in April and May 2020. Additionally, this investigation sought to determine the role of parent perceptions of the barriers and benefits of remote education. The research draws on a survey of 421 parents of primary school students, in which a 66‐item questionnaire (4 subscales) was used. Analysis revealed three main clusters that represent approaches adopted by parents: (1) the committed teacher approach, (2) the autonomy‐supporting coach, and (3) the committed teacher and intervener. The parents in cluster 3 emphasised perceived barriers to remote learning more than parents in clusters 1 and 2. Regarding perceptions of the benefits, statistically significant differences were found in perceptions of child development facilitated by remote education (the parents in cluster 2 rated it most positively). The results can be used to support parents and schools in the provision of optimal remote learning. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:The aim of the study on which this article reports was to identify parents' approaches to their children's remote education during the COVID‐19 pandemic in April and May 2020. Additionally, this investigation sought to determine the role of parent perceptions of the barriers and benefits of remote education. The research draws on a survey of 421 parents of primary school students, in which a 66‐item questionnaire (4 subscales) was used. Analysis revealed three main clusters that represent approaches adopted by parents: (1) the committed teacher approach, (2) the autonomy‐supporting coach, and (3) the committed teacher and intervener. The parents in cluster 3 emphasised perceived barriers to remote learning more than parents in clusters 1 and 2. Regarding perceptions of the benefits, statistically significant differences were found in perceptions of child development facilitated by remote education (the parents in cluster 2 rated it most positively). The results can be used to support parents and schools in the provision of optimal remote learning. [ABSTRACT FROM AUTHOR]
ISSN:01418211
DOI:10.1111/ejed.12474