Perspektiva slovenskih staršev o izobraževanju na daljavo v izrednih razmerah med prvim valom pandemije covida-19
Povzetek
V začetku leta 2020 se je ves svet srečal s pojavom pandemije zaradi novega virusa SARS-CoV-2. Zaradi ukrepov za zajezitev širjenja okužb je bila Slovenija, tako kot večina drugih držav, primorana zapreti vse izobraževalne ustanove. Poučevanje in učenje sta se iz učilnic premaknila v spletno okolje, kar je bil velik izziv za učitelje, učence in za njihove starše ter je od vseh deležnikov zahteval veliko prilagajanja in truda. Maja 2020 smo izvedli raziskavo, s katero smo želeli preučiti odnos staršev do izobraževanja na daljavo v izrednih razmerah. V raziskavo je bilo vključenih 313 staršev učencev zadnjega vzgojno-izobraževalnega obdobja osnovne šole, 147 staršev dijakov od prvega do tretjega letnika srednje šole in 35 staršev dijakov zaključnega (četrtega) letnika srednje šole. Starši osnovnošolcev so poročali, da imajo največ težav pri usklajevanju med službo in šolanjem otroka, prav tako so pogosteje poročali o težavah pri motiviranju otroka za šolsko delo doma kot drugi dve skupini staršev. Starši srednješolcev zaključnega letnika (maturantov) so najbolj pogrešali osebni stik z učiteljem in izobraževanje na daljavo ocenili kot bolj stresno kot drugi dve skupini staršev. Na splošno so starši ocenili, da je izobraževanje na daljavo zapletenejše in težavnejše od tradicionalnega pouka v razredu. Večina staršev se je strinjala, da so šolarji med izobraževanjem na daljavo pridobili manj znanja in to je bilo tudi manj utrjeno. Starši so precej pozitivno ocenili učiteljevo pomoč učencem na daljavo. Prav tako so se strinjali, da bo spletno izobraževanje v prihodnosti postalo pomembno.
Prenosi
Literatura
Alea, L., Fabrea, M., Roldan, R., & Farooqi, A. (2020). Teachers’ COVID-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127–144. https://doi.org/10.26803/ijlter.19.6.8
Auger K. A., Shah S. S., Richardson T., Hartley, D., Hall, M., Warniment, A., Timmons, K., Bosse, D., Ferris, S. A., Brady, P. W., Schondelmeyer, A. C., & Thomson, J. E. (2020). Association between statewide school closure and COVID-19 incidence and mortality in the US. JAMA, 324(9), 859–870. 10.1001/jama.2020.14348
Bouhnik, D., & Marcus, T. (2005). Interaction in distance-learning courses. JASIST, 57, 299–305. https://www.researchgate.net/publication/220435681_Interaction_in_distance-learning_courses
Bregar, L., Zagmajster, M., & Radovan, M. (2020). E-izobraževanje za digitalno družbo [E-learning for digital societies]. Andragoški center Slovenije. https://www.acs.si/digitalna-bralnica/e-izobrazevanje-za-digitalno-druzbo/
Brom, C., Lukavský, J., Greger, D., Hannemann, T., Straková, J., & Å varÃÄek, R. (2020). Mandatory home education during the COVID-19 lockdown in the Czech Republic: A rapid survey of 1st-9th graders’ parents. Frontiers in Education, 5, 1–8. https://doi.org/10.3389/feduc.2020.00103
Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 20, 395–912. https://doi.org/10.1016/S0140-6736(20)30460-8
Cojocariu, V. M., Lazar, I., Nedeff, V., & Lazar, G. (2013). SWOT analysis of E-learning educational services from the perspective of their beneficiaries. Procedia - Social and Behavioral Sciences, 116, 1999–2003. https://doi.org/10.1016/S2468-2667(20)30090-6.
Cowling, B. J., Ali, S. T., Ng, T. W., Tsang, T. K., Li, J. C., Fong, M. W., Liao, Q., Kwan, M. YW., Lee, S. L., Chiu, S. S., Wu, J. T., Wu, P., & Leung, G. M. (2020). Impact assessment of non-pharmaceutical interventions against COVID-19 and influenza in Hong Kong: An observational study. MedRxiv, 5(5), 279–288. https://doi.org/10.1101/2020.03.12.20034660
Cullinane, C., & Montacute, R. (2020). COVID-19 and social mobility impact brief #1: School shutdown. The Sutton Trusts. https://dera.ioe.ac.uk//35356/1/COVID-19-Impact-Brief-School-Shutdown.pdf
Daniela, L., Rubene, Z., & Rudolfa, A. (2021). Parents’ perspectives on remote learning in the pandemic context. Sustainability, 13, 3640. https://doi.org/10.3390/su13073640
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-learning during COVID-19 pandemic. Computer Networks, 176. https://reader.elsevier.com/reader/sd/pii/S1389128620306046?token=9BF56008E6D0B10D99D34E71AB499A79BB9ED2D6316265061815EEE6CF40A5A95A64DF41369BCD84D78F1597341C8C18
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://www.mdpi.com/2075-4698/10/4/86
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://www.ajqr.org/download/parents-experiences-with-remote-education-during-covid-19-school-closures-8471.pdf
Gov.si (2020). Koronavirus (SARS-CoV-2). Vladni portal Republike Slovenije. https://www.gov.si/teme/koronavirus-sars-cov-2/
Grewenig, E., Lergetporer, P., Werner, K., Woessmann, L., & Zierow, L. (2020). COVID-19 and educational inequality: How school closures affect low- and high-achieving students. CESifo Working Paper 8648. https://www.cesifo.org/DocDL/cesifo1_wp8648.pdf
Hens, N., Ayele, G., Goeyvaerts, N., Aerts, M., Mossong, J., Edmunds, J., & Beutels, P. (2009). Estimating the impact of school closure on social mixing behavior and the transmission of close contact infections in eight European countries. BMC infectious disease, 9(187). https://doi.org/10.1186/1471-2334-9-187
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Jackson, C., Vynnycky, E., & Mangtani, P. (2016). The relationship between school holidays and transmission of influenza in England and Wales. American Journal of Epidemiology, 184(9), 644–651. https://academic.oup.com/aje/article/184/9/644/2332838
Jenavs, E., & Strods, J. (2020). Managing a school system through shutdown: Lessons for school leaders. Edurio & Ministry of Education and Science of the Republic of Latvia. http://www.oecd.org/education/Latvia-managing-school-system-through-shutdown-lessons-for-school-leaders.pdf
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, limitations and recommendations for online learning during COVID-19 pandemic era. Pakistan Journal of Medical Sciences, 36. https://doi.org/10.12669/pjms.36.COVID19-S4.2785
Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 352–369. https://doi.org/10.46328/ijtes.v4i4.167
Ribeiro, L. M., Cunha, R. S., Silva, M. C. A., Carvalho, M., & Vital, M. L. (2021). Parental involvement during pandemic times: Challenges and opportunities. Education Sciences, 11, 302. https://doi.org/10.3390/educsci11060302
Rupnik Vec, T., Preskar, S., Slivar, B., Zupanc Grom, R., Kregar, S., Holcar Brunauer, A., Bevc, V., Mithans, M, Grmek, M., & Musek LeÅ¡nik, K. (2020). Analiza izobraževanja na daljavo v Äasu epidemije Covid-19 v Sloveniji [The analysis of distance education in Slovenia during Covid-19 epidemic]. Zavod Republike Slovenije za Å¡olstvo. https://www.dlib.si/stream/URN:NBN:SI:DOC-X3BSQ9IN/d1f7defb-e0fa-4ad5-a9c5-975068de1020/PDF
Sadeghi, M. (2019). A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4(1), 80–88. http://ijreeonline.com/article-1-132-en.pdf
Tabachnick, B. G., & Fidell L. S. (2000). Computer-assisted research design and analysis. Allyn & Bacon, Inc.
Tan, C. Y., Lyu, M., & Peng, B. (2019). Academic benefits from parental involvement are stratified by parental socioeconomic status: A meta-analysis. Parenting: Science and Practice. Advance online publication. https://doi.org/10.1080/15295192.2019.1694836
Telli Yamamoto, G., & Altın, D. (2020). The coronavirus and rising of online education. Journal of University Research, 3(1), 25–34.
UNESCO. (2020). Education: From disruption to recovery. Unesco. https://en.unesco.org/covid19/educationresponse
UNICEF. (2021). Covid-19 and school closures: One year of education disruption. Unicef. https://data.unicef.org/resources/one-year-of-covid-19-and-school-closures/
UrÅ¡iÄ, L., & Puklek LevpuÅ¡Äek, M. (2020). UÄenci zadnje triade OÅ in dijaki o uÄenju na daljavo med epidemijo COVID-19 [Adolescent students about emergency remote schooling during Covid-19 pandemic]. In Ž. Lep & K. Hacin Beyazoglu (Eds.), Psihologija pandemije: posamezniki in družba v Äasu koronske krize (pp. 191–203). Znanstvena založba Filozofske fakultete Univerze v Ljubljani.
Vuorikari, R., Velicu, A., Chaudron, S., Cachia, R., & Di Gioia, R. (2020). How families handled emergency remote schooling during the Covid-19 lockdown in spring 2020 - Summary of key findings from families with children in 11 European countries. Publications Office of the European Union. https://publications.jrc.ec.europa.eu/repository/bitstream/JRC122303/remote_schooling_families_summary.pdf
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. The Lancet. Child & Adolescent Health, 4, 397–404. https://doi.org/10.1016/S2352-4642(20)30095-X
WHO. (2020). Coronavirus disease 2019 (COVID-19) Situation report – 1. https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200121-sitrep-1-2019-ncov.pdf?sfvrsn=20a99c10_4
Wolters, C. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189–205. https://doi.org/10.1207/S15326985EP3804_1
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 1–6. https://doi.org/10.3390/jrfm13030055
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
