Online Learning and Parent Satisfaction during COVID-19: Child Competence in Independent Learning as a Moderator

Autor/inn/en	Lau, Eva Yi Hung; Li, Jian-Bin; Lee, Kerry
Titel	Online Learning and Parent Satisfaction during COVID-19: Child Competence in Independent Learning as a Moderator
Quelle	In: Early Education and Development, 32 (2021) 6, S.830-842 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lau, Eva Yi Hung) ORCID (Li, Jian-Bin) ORCID (Lee, Kerry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1950451
Schlagwörter	COVID-19; Pandemics; Parent Attitudes; Satisfaction; Independent Study; Online Courses; School Closing; Elementary School Students; Time; Assignments; Competence; Correlation; Foreign Countries; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Study Habits; Hong Kong + Suchen Sie Ihr Suchwort? Elternverhalten; Zufriedenheit; Selbststudium; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Zeit; Assignment; Auftrag; Zuweisung; Kompetenz; Korrelation; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Study behavior; Study behaviour; Studienverhalten; Hongkong
Abstract	Research Findings: This study explored the moderating effect of child competence in independent learning in relations between the amount of learning assignment, length of online learning, and parent satisfaction with children's online learning during COVID-19 imposed class suspension. The data came from an online survey conducted in Hong Kong in February 2020. The respondents were parents (N = 3381, 92.4% mothers) of primary school grades 1-6 students (Primary 1: 801, 24.1%; Primary 2: 739, 22.3%; Primary 3: 578, 17.4%; Primary 4: 547, 16.5%; Primary 5: 406, 12.2%; Primary 6: 250, 7.5%, 60 missing) who engaged in online learning during class suspension. The findings showed that both the length of online learning and the amount of assignments were related to parents' satisfaction, but these relations were qualified by the children's competence. Positive relations were found only among children who were rated as more competent in engaging in online learning independently. Practice or Policy: Together, the findings suggest that in designing online learning, consideration of children's ability to complete such learning independently will help increase parents' satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01