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Learning in Troubled Times: Parents’ Perspectives on Emergency Remote Teaching and Learning

Author

Listed:
  • Filipa Seabra

    (LE@D, Departamento de Educação e Ensino a Distância, Universidade Aberta, 4200-055 Porto, Portugal)

  • Marta Abelha

    (LE@D, Departamento de Educação e Ensino a Distância, Universidade Aberta, 4200-055 Porto, Portugal
    CEIS20–Centre of 20th Century Interdisciplinary Studies, University of Coimbra, 3000-186 Coimbra, Portugal
    Portucalense Institute for Human Development, Portucalense University, 4200-072 Porto, Portugal)

  • António Teixeira

    (LE@D, Departamento de Educação e Ensino a Distância, Universidade Aberta, 4200-055 Porto, Portugal
    CFUL, Universidade de Lisboa, 1269-001 Lisbon, Portugal)

  • Luísa Aires

    (LE@D, Departamento de Educação e Ensino a Distância, Universidade Aberta, 4200-055 Porto, Portugal)

Abstract

The COVID-19 pandemic triggered profound social consequences, affecting all aspects of human activity, including education. The process of remote teaching that was implemented in response to this crisis is known as emergency remote teaching and learning (ERTL). The present study focuses on Portuguese parents’ perspectives about this process. Data were gathered through an online questionnaire, answered by 203 parents of preschool, basic, and secondary education students (ages 3–18), focusing on self-perceived digital competence, satisfaction with ERTL, and pedagogical activities developed with their children. Parents were moderately satisfied with ERTL but expressed a marked increase in their workload, particularly those working from home. Parents of children in the second cycle of basic education (ages 10–12) were less satisfied with the process. A variety of activities was promoted, responding to different educational levels’ characteristics. Results show the importance of promoting parents’ digital competence and directing support policies, particularly to parents of younger children (ages 3–12), and raise concerns about equity.

Suggested Citation

  • Filipa Seabra & Marta Abelha & António Teixeira & Luísa Aires, 2021. "Learning in Troubled Times: Parents’ Perspectives on Emergency Remote Teaching and Learning," Sustainability, MDPI, vol. 14(1), pages 1-18, December.
    • Handle: RePEc:gam:jsusta:v:14:y:2021:i:1:p:301-:d:712907
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    References listed on IDEAS

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    1. Marta R. Jabłońska & Karolina Zajdel & Radosław Zajdel, 2021. "Social and Psychological Consequences of COVID-19 Online Content at a Lockdown Phase—Europe and Asia Comparison," Sustainability, MDPI, vol. 13(16), pages 1-23, August.
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    Cited by:

    1. Chiemela Victor Amaechi & Ebube Charles Amaechi & Abiodun Kolawole Oyetunji & Irish Mpho Kgosiemang, 2022. "Scientific Review and Annotated Bibliography of Teaching in Higher Education Academies on Online Learning: Adapting to the COVID-19 Pandemic," Sustainability, MDPI, vol. 14(19), pages 1-25, September.
    2. Hadi Alizadeh & Ayyoob Sharifi & Safiyeh Damanbagh & Hadi Nazarnia & Mohammad Nazarnia, 2023. "Impacts of the COVID-19 pandemic on the social sphere and lessons for crisis management: a literature review," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 117(3), pages 2139-2164, July.

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