Online learning and parent satisfaction during COVID-19: Child competence in independent learning as a moderator

Online learning and parent satisfaction during COVID-19: Child competence in independent learning as a moderator

• Lau, Eva Yi Hung The Education University of Hong Kong
• Li, Jian Bin The Education University of Hong Kong
• Lee, Kerry The Education University of Hong Kong

Early Education & Development, 32(6), 830-842, 2021

Routledge

2021

• A 人的成長與發展
  • AF 家庭與成長、家庭關係、生育與育嬰、家庭教育、家長參與
• Q 教育體系與各級學校
  • QG 成人教育、終身及延續教育
    • QGE 遙距教育

• Hong Kong

• 1997.7 onwards

• 小學教育

• View Full Text 全文連結

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. Copyright © 2021 Routledge.

• 英文

期刊論文

• 10409289

• 10.1080/10409289.2021.1950451

https://bibliography.lib.eduhk.hk/tc/bibs/a9bb7acb

2022-04-20