코로나19 기간 초등학교 학부모의 자녀 원격수업에서의 교육적 관여 경험에 관한 연구

Abstract

Objectives This study aims to research and find features of the experiences that the parents of elementary school students had in supporting their children’s remote classes. Methods The phenomenological methodology was chosen by having in-depth research on what the parents had experienced while being involved in their children’s online classes and by turning it into a structure to define the meaning of the “experience.” For this study, ten primary caregivers of elementary school students in grades 3 and 4 who had experienced remote learning due to COVID-19 were selected as the research subject through criterion and snowball samplings. Results Parents’ experiences with remote learning for elementary school students were categorized into two cases: the experience of direct involvement in and the adaptation process to remote learning. The experience of direct involvement was represented by an unprepared start to school and adapting to remote learning by parental struggles, “piling up of worries,” and a re-recognition of the school’s limitations and roles. The characteristics of parents' educational involvement in remote learning for their elementary school children are categorized into in-class support and out-of-class support. The in-class support is the role of a teaching assistant, whereas the out-of-class support is divided into academic support and non-academic support. Conclusions Parents' direct experience of remote learning for elementary school children was bewilderment. However, through adaptation, it became an opportunity to rethink the roles of schools and parents. First, parents' educational involvement in distance learning for elementary school children was characterized by their role as learning facilitators in class. Second, the “cognitive involvement” of parents' educational engagement in remote learning for elementary school children increased slightly, suggesting that remote learning could potentially in-crease parents' “cognitive involvement.” Third, an intensification of “academic involvement,” in which parents were concerned about their children's “insufficient learning” and used tutoring to support early learning to get ahead. Lastly, in the out-of-class support, parents were “emotionally involved” by building “happy” time with their children, thus relieving stress.