Parental Perspectives on Distance Learning during Class Suspension: A Study from the Hong Kong Early Childhood Education Sector

Abstract

Since the first class suspension, announced in Feb 2020 due to the prevalence of Covid-19, many schools, including all kindergartens, primary, secondary, and tertiary institutions, have redirected their face-to-face learning to online learning to strive for 'suspending classes without suspending learning'. The physical closure has switched face-to-face learning to learning at home, which has given rise to a new role for parents and guardians in children's learning. As a significant stakeholder in the education process, parent-child experiences are
among the most influential driving factors contributing to the success of any educational reform, and hence should be analysed to inform future decisions. This research sought to examine parental issues experienced by the parents of children engaged in distance learning. Parents agreed with the policy to keep the learning going, but they also highlighted the challenges they faced while supporting their children's home learning. Parents explained that they were experiencing difficulties balancing their responsibilities, learner involvement, accessibility, and learning outcomes. Some notable implications and recommendations for
future implementation of distance learning or blended learning were discovered as a result of the study. Parental views towards the Hong Kong kindergartens' readiness to adopt technology in emergency distance learning adoption were also discussed.



Author Information
Anika Saxena, The Education University of Hong Kong, Hong Kong
Ka Yin Ada Tsang, The Education University of Hong Kong, Hong Kong

Paper Information
Conference: ACAH2021
Stream: Teaching and Learning

This paper is part of the ACAH2021 Conference Proceedings (View)
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