Document Type : Research Paper
Authors
1 University of Kurdistan, Faculty of Humanities and Social Sciences, Department of Consulting.M.Sc. Student in School in Counseling
2 Iran- Kordestan- Sanandaj-University of Kurdistan-Faculty of Humanities and Social Sciences Department of Consulting-Associate Professor
Abstract
The purpose of this study is to investigate the perspectives, practices and capabilities needed in remote education and learning from the parents' views. The present study is a qualitative study with phenomenological method. The statistical population includes all parents who have been involved in remote education with one or more children since the beginning of the Corona virus epidemic. The research tool is semi-structured interviews. Purposeful and criterion-based sampling method were continued due to theoretical saturation, up to 24 interviews. The research results were performed in three stages of descriptive, interpretive and explanatory coding. Findings include three explanatory codes entitled Attitude to distance education and learning, performance of remote education beneficiaries and capabilities and requirements, which were obtained from interpretive and descriptive codes. The results showed that parents have a positive attitude to the development of remote education in corona and even post corona period, but consider its context and facilities inappropriate and incompatible with the different needs of families. They expressed the necessary capabilities and requirements in three general sections: resources, teaching methods and types of skills, and analyzed the performance in this training in sections as school and its factors, family and relevant officials. Analyzing the views of different groups, especially parents, about remote education will lead to better decisions and actions in the future and in the context of this education.
Keywords
ادیب، یوسف؛ مرداناربط، فاطمه (1394). تجارب والدین در امر تحصیل فرزندانشان: یک مطالعه کیفی. مجله علوم تربیتی، 24(1)، 69-96.
بابایی، محمود (1389). مقدمهای بر یادگیری الکترونیکی (چاپ اول). تهران: نشر چاپار.
پورشافعی، هادی؛ باقری مهیاری، ندا. (1399). بررسی تجارب والدین درگیر در آموزش کودکان. مجله پیشرفتهای نوین در روانشناسی، علوم تربیتی و آموزشوپرورش، 27، 55-62.
تورانی، حیدر (1380). تعلیم و تربیت: مفهوم مشارکت و فرآیند آن در آموزشوپرورش کشور، رشد معلم. 164، 20-21.
رجبی، حسنعلی؛ زندی، بهمن؛ اکرادی، احسان؛ شاکری، محسن (1396). مطالعه اثر آموزش و تدریس بهصورت ترکیبی بر یادگیری دانشآموزان، مطالعه موردی رشتههای فنی و حرفهای. تدریس پژوهی، 5(2), 69-81.
رضوی، عبدالحمید (1391). شوراهای انجمن اولیا و مربیان: واکاوی یک تجربه بعد از سه سال. خانواده و پژوهش، سال نهم شماره 14، 123-148.
زینی وند نژاد، فرشته؛ نویدی، احد (1400). استفاده از سامانة شاد و تدریس تلویزیونی در دورة شیوع کرونا: «کاستیها» و «چونوچراها». نوآوریهای آموزشی، 20(2), 7-34.
شورای عالی انقلاب فرهنگی (1390). سند تحول بنیادین آموزشوپرورش.
شیربگی، ناصر؛ عزیزی، نعمتاله؛ امیری، شیلا (1394). واکاوی مفهوم” مشارکت و مداخله در آموزش فرزندان“ از دیدگاه والدین و معلمان. مجله علوم تربیتی، 22(2)، 21-54.
شیوندی، کامران (1400). شناسایی تهدیدها و فرصتهای موجود و پیشرو در رویارویی با گسترش پاندمی کروناویروس با تأکید بر سلامت روان. فرهنگ مشاوره و رواندرمانی، 12(46)، 53-80.
صالحی، رضوان؛ عابدی، محمدرضا؛ نیلفروشان، پریسا (1398). تدوین مدل مفهومی موفقیت تحصیلی: یک مطالعه کیفی. فرهنگ مشاوره و رواندرمانی، 10(38)، 1-29
محمدی، مهدی؛ کشاورزی، فهیمه؛ ناصری جهرمی، رضا؛ ناصری جهرمی، راحیل؛ حسامپور، زهرا؛ میرغفاری، فاطمه؛ ابراهیمی، شیما (1399). واکاوی تجارب والدین دانشآموزان دوره اول ابتدایی از چالشهای آموزش مجازی با شبکههای اجتماعی در زمان شیوع ویروس کرونا. نشریه پژوهشهای تریبتی، 7(40)، 74-101.
نوروزنژادقادی، محمد؛ سراجی، فرهاد؛ یوسفزادهچوسری، محمدرضا (1398). ادراک اولیاء و مدیران از مشارکت والدین در امور مدرسه (مطالعهای پدیدارشناسانه). نظریه و عمل در برنامه درسی، 7(14), 319-356.
هاشمیانفر، سیدعلی؛ اکبرزاده، علیرضا (1393). بررسی و مقایسه مشارکت اجتماعی والدین نوجوانان بزهکار و نوجوانان عادی در امور مدرسه. جامعهشناسی مطالعات جوانان، 5(15)، 157-180.
References
Ainley, M. & Armatas, C (2006). Motivational perspectives on students’ responses to learning in virtual learning environments. In The international handbook of virtual learning environments, 365-394. https://doi.org/10.1007/978-1-4020-3803-7_15
Barger, M. M; Kim, E. M; Kuncel, N. R; & Pomerantz, E. M (2019). The
relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological Bulletin, 145(9), 855-890. https://doi.apa.org/doi/10.1037/bul0000201
relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological Bulletin, 145(9), 855-890. https://doi.apa.org/doi/10.1037/bul0000201
Boonk, L; Gijselaers, H. J. M; Ritzen, H; & Brand-Gruwel, S (2018). A
review of the relationship between parental involvement indicators and
academic achievement. Educational Research Review, 24, 10–30. http://dx.doi.org/10.1016/j.edurev.2018.02.001
review of the relationship between parental involvement indicators and
academic achievement. Educational Research Review, 24, 10–30. http://dx.doi.org/10.1016/j.edurev.2018.02.001
Boulton, H (2008). Managing e-learning: What are the real implications for schools? The Electronic Journal of e-Learning, 6(1), 11–18. https://www.researchgate.net/publication/228977227
Brom, C; Lukavský, J; Greger, D; Hannemann, T; Straková, J; & Švaˇríˇcek,R (2020) Mandatory Home Education During the COVID-19Lockdown in the Czech Republic: A Rapid Survey of 1st-9th Graders’Parents. Front, Educ, 5,103. https://doi.org/10.3389/feduc.2020.00103
Budhrani, K; Martin, F; Malabanan, O; & Espiritu, J. L (2021). How did parents balance it all?
Work-from-home parents’ engagement in academic and support roles during remote learning.
Journal of Online Learning Research, 7(2), 153-184. https://www.learntechlib.org/primary/p/218909/
Work-from-home parents’ engagement in academic and support roles during remote learning.
Journal of Online Learning Research, 7(2), 153-184. https://www.learntechlib.org/primary/p/218909/
Chen, R. T.H (2010). Knowledge and knowers in online learning: Investigating the effects of online flexible learning on student sojourners. (Doctoral Dissertation). University of Wollongong, NSW, Australia. http://ro.uow.edu.au/theses/3099
Christenson, S. L; & Sheridan, S. M (2001). Schools and families: Creating essential connections for learning. New York: Guilford Press. https://doi.org/10.1002/pits.10101
Colaizzi, P. F (1973). Reflection and Research in Psychology: A Phenomenological Study of Learning. Dubuque, Iowa, Kendall/Hunt Pub. Co. (1973)
Cui, S; Zhang, C; Wang, S; Zhang, X; Wang, L; Zhang, L; Yuan, Q; Huang, C; Cheng, F; Zhang, K; & Zhou, X (2021). Experiences and Attitudes of Elementary School Students and Their Parents Towards Online Learning in China During the COVID-19 Pandemic: Questionnaire Study. Journal of medical Internet research, 23(5), e24496. https://doi.org/10.2196/24496
Dong, C; Cao, S; & Li, H (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 1–9. https://dx.doi.org/10.1016%2Fj.childyouth.2020.105440
Dung, D. T. H (2020). "The Advantages and Disadvantages of Virtual Learning. IOSR Journal of
Research & Method in Education (IOSR-JRME), 10(3), 45-48. DOI: 10.9790/7388-1003054548
Research & Method in Education (IOSR-JRME), 10(3), 45-48. DOI: 10.9790/7388-1003054548
Fan, X; & Chen, M (2001). Parental involvement and students’ academic achievement: A meta-analysis Educational Psychology Review, 13(1), 1–22. https://doi.org/10.1023/A:1009048817385
Feng, L; & Cavanaugh, C (2011). Success in online high school biology: Factors influencing student academic performance. The Quarterly Review of Distance Education, 12(1), 37-54. https://doi.org/10.1080/02680513.2012.678613
Fontenelle-Tereshchuk, D (2021). “Homeschooling” and the COVID-19 crisis: The insights of parents on curriculum and remote learning. Interchange. Advance online publication. https://doi.org/10.1007/s10780-020-09413-1
Garbe, A; Ogurlu, U; Logan, N; & Cook, P (2020). COVID-19 and Remote Learning: Experiences of Parents with Children during the Pandemic. American Journal of Qualitative Research, 4(3),45-65. https://doi.org/10.29333/ajqr/8471
Greer, M; & Pierce, C (2020). 5 Stepping Stones to Connect the Parent to the Classroom During Non-Traditional Instruction. In Proceedings of EdMedia + Innovate Learning (pp. 37-41). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/217281/.
Harpaz, G; & Grinshtain, Y (2020). Parent–teacher relations, parental self-efficacy, and parents’ help-seeking from teachers about children’s learning and socio-emotional problems. Education and Urban Society, 52(9), 1397–1416. https://doi.org/10.1177%2F0013124520915597
Hasler Waters, L; & Leong, P (2014). Who is teaching? New roles for teachers and parents in cyber charter schools. Journal of Technology and Teacher Education, 22(1), 33-56. https://www.learntechlib.org/primary/p/112373/.
Hodges, C; Moore, S; Lockee, B; Trust, T; & Bond, A (2020). The difference between emergency remote teaching and online learning. Educause Review, 27, 1–12. https://er.educause.edu/articles/2020/3/.
Iivari, N; Sharma, S; & Ventä-Olkkonen, L (2020). Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55, 102183. https://doi.org/10.1016/j.ijinfomgt.2020.102183
Keaton, W; & Gilbert, A (2020). Successful online learning: What does learner interaction with peers, instructors and parents look like? Journal of Online Learning Research, 6(2), 129–154. https://www.learntechlib.org/primary/p/215616/
Khurana, C (2016). Exploring the role of multimedia in enhancing social presence in an asynchronous online course. (Doctoral Dissertation). The State University of New Jersey, Rutgers, U.S. https://doi.org/doi:10.7282/T3N018Q3
Kong, S. C (2008). A curriculum framework for implementing information technology
in school education to foster information literacy. Computers & education, 51(1), 129-141. http://dx.doi.org/10.1016/j.compedu.2007.04.005
in school education to foster information literacy. Computers & education, 51(1), 129-141. http://dx.doi.org/10.1016/j.compedu.2007.04.005
Koskela, T; Pihlainen, K; Piispa-Hakala, S; Vornanen, R; & Hämäläinen, J (2020). Parents’ Views on Family Resiliency in Sustainable Remote Schooling during the COVID-19 Outbreak in Finland. Sustainability, 12(21),8844. https://doi.org/10.3390/su12218844
Lau, E. Y. H; & Lee, K (2021). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong, Early Education and Development, 32:6, 863-880. https://doi.org/10.1080/10409289.2020.1843925
Lee, M; & Figueroa, R (2012). Internal and external indicators of virtual learning success a guide to success in k-12 virtual learning. Distance Learning, 9(1), 21-28. https://www.researchgate.net/publication/283770424
Liu, F; Black, E; Algina, J; Cavanaugh, C; & Dawson, K (2010). The validation of one parental involvement measurement in virtual schooling. Journal of Interactive Online Learning, 9(2), 105–132. https://www.learntechlib.org/p/109414/
Moore, J. L; Dickson-Deane, C; & Galyen, K (2011). E-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001
Murphy, E; & Rodriguez-Manzanares, M. A (2009). Teachers' perspectives on motivation in high school distance education. Journal of Distance Education, 23(3), 1-24. https://www.learntechlib.org/p/105546/
Osguthorpe, R. T; & Graham, C. R (2003). Blended Learning Environments: Definitions and Directions. The Quarterly Review of Distance Education, 4, 227-233. https://www.learntechlib.org/p/97576/
Panaoura, R (2020). Parental involvement in children’s mathematics learning before and during the period of the COVID-19. Social Education Research, 2(1), 65–74. https://doi.org/10.37256/ser.212021547
Puccioni, J (2015). Parents’ conceptions of school readiness, transition practices, and children’s academic achievement trajectories. The Journal of Educational Research, 108(2), 130–147. https://psycnet.apa.org/doi/10.1080/00220671.2013.850399
Quiroz, J. S (2008). Teachers’ interactions in a virtual learning environment: A comprehensive
approach. Interactive Educational Multimedia, 16: 66- 86. http://www.ub.edu/multimedia/iem
approach. Interactive Educational Multimedia, 16: 66- 86. http://www.ub.edu/multimedia/iem
Selwyn, N; Banaji, S; Hadjithoma‐Garstka, C; & Clark, W (2011). Providing a platform for parents? Exploring the nature of parental engagement with school learning platforms. Journal of Computer Assisted Learnin, 27(4), 314-323. https://doi.org/10.1111/j.1365-2729.2011.00428.x
Simons, J; Leverett, S; & Beaumont, K (2020). Success of distance learning graduates and the role of intrinsic motivation. Open Learning: The Journal of Open, Distance and e-Learning, 35(3), 277–293. https://doi.org/10.1080/02680513.2019.1696183
The World Bank (2020). How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic. https://www.worldbank.org/en/topic/edutech/brief/.
Turney, K; & Kao, G (2009). Barriers to school involvement: Are immigrant parents disadvantaged? The Journal of Educational Research, 102(4), 257-271. https://doi.org/10.3200/JOER.102.4.257-271
UNESCO (2020b). Global education monitoring (GEM) report. Paris.https://en.unesco.org/gem-report/report/2020/inclusion
Viner, RM; Russell, SJ; Croker, H; Packer, J; Ward, J; Stansfield,C; Mytton, O; Bonell, C; & Booy, R (2020) School closure and management practices during coronavirus outbreaks includingCOVID-19: a rapid systematic review. Lancet Child Adolesc Health, 4, 397–404. https://doi.org/10.1016/S2352-4642(20)30095-X
World Health Organization (2020). WHO Director-General’s opening remarks at the media briefing on COVID-19 -11 March 2020 [WWW Document]. World Heal. Organ. URL.
)