Coping Strategies for Online Learning from Home
Abstract
The closure of schools as a preventive measure against the COVID-19 pandemic has resulted in an unprecedented situation where parents have to take an active role in their children's learning process. This fact has generated both positive and negative emotions and behaviors that had not been evidenced before. Therefore, the present study aims to examine the coping strategies used by parents and their perceptions regarding online learning methods during the pandemic. The research was carried out with a mixed approach, where 201 parents with children in elementary school were recruited through social networks. In the quantitative part, the results revealed that cognitive and spiritual coping strategies predominated, motivated by the level of parental involvement in their children's education. On the other hand, in the qualitative part, a semi-structured interview was used focusing on social relationship, self-blame, and planning, where the emotional and affective bond that parents provided to their children during this period was highlighted. However, their concern and frustration were also evidenced by not having the necessary competencies to support their children's tasks and being unfamiliar with the use of technology, so they sought help from specialists and family members to obtain technological and didactic support that would allow sustaining the parent-school dyad in the transition to online learning from home. These findings lead to a rethink of learning management from the perspective of parents, which gives rise to a digital communication model that links the cognitive, affective, and spiritual aspects.
https://doi.org/10.26803/ijlter.22.3.22
Keywords
Full Text:
PDFReferences
Agaton, C. B., & Cueto, L. J. (2021). Learning at home: Parents’ lived experiences on distance learning during COVID-19 pandemic in the Philippines. International Journal of Evaluation and Research in Education (IJERE), 10(3), 901. https://doi.org/10.11591/ijere.v10i3.21136
Astorga, M. C. M., Finez-Silva, M. J., Anjos, E. M. dos, Pérez-Lancho, M. C., Urchaga-Litago, J. D., & Vallejo-Pérez, G. (2019). Estrategias de afrontamiento que predicen mayor resiliencia. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology., 4(1), 183–190. https://doi.org/10.17060/ijodaep.2019.n1.v4.1542
Baltar, F., & Gorjup, M. T. (2012). Online mixted sampling: An application in hidden populations. Intangible Capital, 8(1). https://doi.org/10.3926/ic.294
Brom, C., Lukavský, J., Greger, D., Hannemann, T., Straková, J., & Šva?í?ek, 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. https://doi.org/10.3389/feduc.2020.00103
Carver, C. S. (1997). You want to measure coping but your protocol’s too long: Consider the Brief COPE. International Journal of Behavioral Medicine, 4(1), 92–100. https://doi.org/10.1207/s15327558ijbm0401_6
Chen, C., Huang, J., & Hsiao, Y. (2010). Knowledge management and innovativeness. International Journal of Manpower, 31(8), 848–870. https://doi.org/10.1108/01437721011088548
Choi, M., Tessler, H., & Kao, G. (2020). Arts and crafts as an educational strategy and coping mechanism for Republic of Korea and United States parents during the COVID-19 pandemic. International Review of Education. https://doi.org/10.1007/s11159-020-09865-8
Creswell, J.W. and Poth, C.N. (2018) Qualitative Inquiry and Research Design Choosing among Five Approaches. 4th Edition, SAGE Publications, Inc., Thousand Oaks.
Díaz-Bravo, L., Torruco-García, U., Martínez-Hernández, M., & Varela-Ruiz, M. (2013). La entrevista, recurso flexible y dinámico. Investigación En Educación Médica, 2(7), 162. https://www.academia.edu/39377727/La_entrevista_recurso_flexible_y_din%C3%A1mico
Fontenelle-Tereshchuk, D. (2021). “Homeschooling” and the COVID-19 crisis: The insights of parents on curriculum and remote learning. Interchange, 52. https://doi.org/10.1007/s10780-021-09420-w
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Griffith, A. K. (2020). Parental Burnout and Child Maltreatment During the COVID-19 Pandemic. Journal of Family Violence. https://doi.org/10.1007/s10896-020-00172-2
Guimond, F.-A., Smith, J., Vitoroulis, I., Aucoin, P., St. John, E., Gardam, O., & MacLachlan, M. (2021). The Role of Online Schooling, Screen-Based Activities, and Parent Coping in Canadian Children’s COVID-19-Related Trauma and Anxiety Symptoms. Psychiatry International, 2(2), 180–190. https://doi.org/10.3390/psychiatryint2020014
Gutiérrez, E. J. D., & Espinoza, K. G. (2020). Educar y evaluar en tiempos de Coronavirus: la situación en España. Multidisciplinary Journal of Educational Research, 10(2), 102–134. https://doi.org/10.17583/remie.2020.5604
Harper, F. K., Rosenberg, J. M., Comperry, S., Howell, K., & Womble, S. (2021). #Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents. Education Sciences, 11(2), 60. https://doi.org/10.3390/educsci11020060
Henderson, L. J., Williams, J. L., & Bradshaw, C. P. (2020). Examining home-school dissonance as a barrier to parental involvement in middle school. Preventing School Failure: Alternative Education for Children and Youth, 1–11. https://doi.org/10.1080/1045988x.2020.1719964
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Er.educause.edu. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Kong, C., & Yasmin, F. (2022). Impact of Parenting Style on Early Childhood Learning: Mediating Role of Parental Self-Efficacy. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.928629
Lancker, W. V., & Parolin, Z. (2020). COVID-19, School Closures, and Child Poverty: a Social Crisis in the Making. The Lancet Public Health, 5(5). https://doi.org/10.1016/S2468-2667(20)30084-0
Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong. Early Education and Development, 32(6), 1–18. https://doi.org/10.1080/10409289.2020.1843925
Lazarus, R. S., Miyar, M. V., & Folkman, S. (1986). Estrés y procesos cognitivos. In dialnet.unirioja.es. Martínez Roca. https://dialnet.unirioja.es/servlet/libro?codigo=222981
Lindqvist, H., Weurlander, M., Wernerson, A., & Thornberg, R. (2019). Conflicts viewed through the micro-political lens: beginning teachers’ coping strategies for emotionally challenging situations. Research Papers in Education, 1–20. https://doi.org/10.1080/02671522.2019.1633559
Liu, X., Zhao, L., & Su, Y.-S. (2022). Impact of Parents’ Attitudes on Learning Ineffectiveness: The Mediating Role of Parental Self-Efficacy. International Journal of Environmental Research and Public Health, 19(1), 615. https://doi.org/10.3390/ijerph19010615
Mabeya, M. T. (2020). Distance Learning During COVID-19 Crisis: Primary and Secondary School Parents Experiences in Kenya. East African Journal of Education Studies, 2(1), 173–186. https://doi.org/10.37284/eajes.2.1.249
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352
Mangiavacchi, L., Piccoli, L., & Pieroni, L. (2021). Fathers matter: Intrahousehold responsibilities and children’s wellbeing during the COVID-19 lockdown in Italy. Economics & Human Biology, 42, 101016. https://doi.org/10.1016/j.ehb.2021.101016
Morán, C., Landero, R., & González, M. T. (2009). COPE-28: un análisis psicométrico de la versión en español del Brief COPE. Universitas Psychologica, 9(2), 543–552. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1657-92672009000200020
Morán, C., Méndez, L. M., González Ramírez, M. T., Menezes, E., & Landero-Hernández, R. (2014). Evaluación de las propiedades psicométricas del Brief COPE, su relación con el NEO PI-R y diferencias de género en Brasil. Universitas Psychologica, 13(4). https://doi.org/10.11144/javeriana.upsy13-4.eppb
Morse, A. R., Banfield, M., Batterham, P. J., Gulliver, A., McCallum, S., Cherbuin, N., Farrer, L. M., & Calear, A. L. (2022). What could we do differently next time? Australian parents’ experiences of the short-term and long-term impacts of home schooling during the COVID-19 pandemic. BMC Public Health, 22(1). https://doi.org/10.1186/s12889-022-12495-4
Nguyen, T., Netto, C. L. M., Wilkins, J. F., Bröker, P., Vargas, E. E., Sealfon, C. D., Puthipiroj, P., Li, K. S., Bowler, J. E., Hinson, H. R., Pujar, M., & Stein, G. M. (2021). Insights Into Students’ Experiences and Perceptions of Remote Learning Methods: From the COVID-19 Pandemic to Best Practice for the Future. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.647986
Olivar, A., & Daza, A. (2007). LAS TECNOLOGÍAS DE LA INFORMACIÓN Y COMUNICACIÓN (TIC) Y SU IMPACTO EN LA EDUCACIÓN DEL SIGLO XXI. Zenodo. https://doi.org/10.5281/zenodo.4986354
Parczewska, T. (2020). Difficult situations and ways of coping with them in the experiences of parents homeschooling their children during the COVID-19 pandemic in Poland. Education 3-13, 1–12. https://doi.org/10.1080/03004279.2020.1812689
Rehman, S., Smith, K., & Poobalan, G. (2021). Parental experiences of education at home during a pandemic. Education in the North. 28(3), 161–182. https://doi.org/10.26203/frrg-xz45
Sander, A., Schäfer, L., & van Ophuysen, S. (2021). Prädiktoren von prozessbezogener und strukturierender elterlicher Unterstützung während des (coronabedingten) Distanzunterrichts. Zeitschrift Für Erziehungswissenschaft, 24(2), 419–442. https://doi.org/10.1007/s11618-021-01015-6
Shum, A., Klampe, M.-L., Pearcey, S., Cattel, C., Burgess, L., Lawrence, P. J., & Waite, P. (2023). Parenting in a pandemic: a qualitative exploration of parents’ experiences of supporting their children during the COVID-19 pandemic. Journal of Family Studies, 1–21. https://doi.org/10.1080/13229400.2023.2168561
Skylar, A. (2009). A Comparison of Asynchronous Online Text-Based Lectures and Synchronous Interactive Web Conferencing Lectures. Issues in Teacher Education. https://www.semanticscholar.org/paper/A-Comparison-of-Asynchronous-Online-Text-Based-and-Skylar/fef0fb8d74e7fa166d45a9ceac05da090a273d9c
So, H.-J., Shin, S., Xiong, Y., & Kim, H. (2022). Parental involvement in digital home-based learning during COVID-19: an exploratory study with Korean parents. Educational Psychology, 1–21. https://doi.org/10.1080/01443410.2022.2078479
Sonnenschein, S., & Stites, M. L. (2021). The Effects of COVID-19 on Young Children’s and Their Parents’ Activities at Home. Early Education and Development, 32(6), 789–793. https://doi.org/10.1080/10409289.2021.1953311
Suyadi, & Selvi, I. D. (2022). Online learning and child abuse: the COVID-19 pandemic impact on work and school from home in Indonesia. Heliyon, e08790. https://doi.org/10.1016/j.heliyon.2022.e08790
Tao, J., & Xu, Y. (2022). Parental support for young learners’ online learning of English in a Chinese primary school. System, 105, 102718. https://doi.org/10.1016/j.system.2021.102718
Ventouris, A., Panourgia, C., & Hodge, S. (2021). Teachers’ perceptions of the impact of technology on children and young people’s emotions and behaviours. International Journal of Educational Research Open, 2-2(100081), 100081. https://doi.org/10.1016/j.ijedro.2021.100081
Wu, Q., & Xu, Y. (2020). Parenting stress and risk of child maltreatment during the COVID-19 pandemic: A family stress theory-informed perspective. Developmental Child Welfare, 2(3), 251610322096793. https://doi.org/10.1177/2516103220967937
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493