Abstract
In early 2020, the whole world was confronted with the emergence of the new SARS-CoV-2 virus. Due to restrictive measures, Slovenia, like most other countries, was forced to close all educational institutions. Teaching and learning shifted from classrooms to an online environment, which was a major challenge for teachers, students and their parents and required a significant amount of adaptation and effort. In May 2020, we conducted a study to investigate parents’ attitudes toward emergency remote schooling. The study included 313 parents of students from the last triad of primary (compulsory) school (Grades 7–9; 12–15 years old), 147 parents of secondary school students (Years 1–3; 15–18 years old) and 35 parents of students in their final (4th) year of secondary school (18–19 years old). Specifically, parents of primary school adolescent children, in particular, reported having the most difficulty coordinating their work and the remote schooling of their child, and they also reported more difficulty motivating their child to complete schoolwork at home than the other two groups of parents did. Parents of secondary school students in Year 4 were most likely to miss personal contact with the teacher and rated emergency remote schooling as more stressful than the other two groups of parents. In general, parents rated emergency remote schooling to be more complicated and difficult than traditional classroom instruction. Most parents agree that such schooling provides students with less knowledge, which is also less consolidated, although they perceived teachers’ remote help for students quite positively. They also believe that online education will become important in the future.
Highlights
The new coronavirus, SARS-CoV-2, first appeared in China in December 2019 and later spread worldwide rapidly
We present the results of the second part of the study project, which focused on parents’ attitudes and experiences with emergency remote schooling for their adolescent child and aimed to answer the following questions:
Parents rated emergency remote schooling during school closure in spring 2020 compared to traditional classroom education on a 7-point semantic differential rating scale (1 – completely agree with the adjective written on the left, 7 – completely agree with the adjective written on the right)
Summary
The new coronavirus, SARS-CoV-2, first appeared in China in December 2019 and later spread worldwide rapidly. It completely changed the lives of the vast majority of people and required certain life adjustments. In response to the global pandemic, most countries worldwide have taken several measures to reduce the spread of new Covid-19 infections. On April 9, 2020, UNESCO (2020) estimated that schools were closed in 193 countries worldwide by the end of March 2020, affecting 1.57 billion children and adolescents. This represents 91% of the total population of schoolchildren involved in formal education. UNICEF (2021) reports that ‘in the period between March 11, 2020 and February 2, 2021, schools have been fully closed for an average of 95 instruction days globally, which represents approximately half the time intended for classroom instruction’ (p. 2)
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