Parent Perspectives of Digital Learning Experiences: A Phenomenological Study

Autor/inn/en	Wilson, Keiyana; Washington, Kathryn; Brown, Kelly; Bellard, Quentin; Thibodeaux, Tilisa
Titel	Parent Perspectives of Digital Learning Experiences: A Phenomenological Study
Quelle	In: School Leadership Review, 17 (2022) 1, Artikel 6 (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-4998
Schlagwörter	Parent Attitudes; Parent Teacher Cooperation; Teaching Experience; Kindergarten; Elementary Secondary Education; Phenomenology; Educational Quality; Academic Achievement; Accountability; Teaching Methods; Learning Experience; Online Courses; Blended Learning; Distance Education; Independent Study; Time Management; Self Management; Socioeconomic Status; Parent Child Relationship; Academic Standards; Difficulty Level; College Readiness; Career Readiness; Texas + Suchen Sie Ihr Suchwort? Elternverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Phenomenological psychology; Phänomenologie; Psychologie; Quality of education; Bildungsqualität; Schulleistung; Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Selbststudium; Zeitmanagement; Selbstmanagement; Socio-economic status; Sozioökonomischer Status; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schwierigkeitsgrad
Abstract	Digital learning is a rising method of enhancing education for learners in the K-12 sector of learning. The growing approach to instruction has created a pathway for various backgrounds of learners to conveniently explore content from home. The purpose of this qualitative research study was to examine parent perspectives of K-12 digital learning programs in southeast Texas. More so, the study explored how parents' perspectives of digital learning in relation to academic success influenced the selected mode of instruction for their child. Using a phenomenological approach, research questions were answered regarding parent perspectives of digital learning, as related to the quality of instruction, academic success, and the overall decision for the mode of instruction selected for their child. Findings revealed responsibility and accountability, proficiency, competency, and knowledge of how to assist children while learning contributed to parents' perspective of digital learning and its influence on their child's academic success. Furthermore, findings discovered teacher experience, skills, and interactions influenced parents' perspectives of the quality of instruction received and their decision to select digital learning as the mode of instruction for their child. Results from this research can provide instructional leaders with insight into areas to strengthen training practices for teachers in the digital learning environment. (As Provided).
Anmerkungen	Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01