Abstract
During the Covid-19 pandemic, educational institutions worldwide continued to operate through online education. The present study investigates the way in which parents from a prefecture of western Greece that includes urban, semi-urban and rural population, faced the new form of educational process. Through a questionnaire and group interviews, parents shared their views concerning online education and emergency remote teaching. The participants are parents to children who attend primary and lower secondary education. The parents stated that their children faced had difficulties during distance education. Moreover, they felt the need to intervene in order to help their children in this new way of education. More specifically, the parents of the present study point out that 1) in order for emergency remote teaching to be able to offer learning, a comprehensive training of teachers and proper planning of schools is necessary, 2) it is necessary to limit the offered courses in the online program and 3) education in physical environments is of great value and is irreplaceable.
Highlights
During the COVID-19 pandemic, in many countries, primary and secondary schools operated either though physical presence when permitted by health conditions or online
Due to its immediate implementation, was not an organized distance learning structure, but was an emergency remote teaching structure, as the existing school buildings could not be used for lessons with the physical presence of teachers and students
Three (3) parents, with children in lower secondary education, reported that they sit in with their children throughout the course, five (5) parents, with children in primary education, stated that they sit with them only a little while at the beginning and four (4) parents, of which only one (1) child is in primary school, state that they do not need to be with their children because they are autonomous
Summary
During the COVID-19 pandemic, in many countries, primary and secondary schools operated either though physical presence when permitted by health conditions or online. Due to its immediate implementation, was not an organized distance learning structure, but was an emergency remote teaching structure, as the existing school buildings could not be used for lessons with the physical presence of teachers and students. The available repositories of digital educational material were utilized, as well as course management systems, such as Moodle, where teachers provided additional material to their students. Difficulty in managing this new situation was observed, recorded, and attributed to the lack of technological equipment and the lack of training [1]. This emergency situation and the way it evolved was the trigger for this study. The study is completed by highlighting specific conclusions in relation to the research questions and suggestions for the benefit of the family environment
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