Shifting to Online Mode: Analyzing Parents’ Perceptions of Social Distancing and its Effects on Academic and Social Learning of Primary School Students
DOI:
https://doi.org/10.30971/pjdol.v10i1.974Keywords:
Social distancing, parents, academic learning, social learning, pandemicAbstract
This study investigated the effect of social distancing on academic and social learning of primary school students during pandemic in Pakistan. For this research study, a mixed-methods convergent parallel research design was employed. Through a questionnaire, quantitative responses were collected from 120 parents whereas for qualitative responses, face-to-face interviews were conducted with twenty parents. Descriptive and inferential statistics were applied to analyze the quantitative data, whereas thematic analysis was used for analyzing qualitative data. According to the study results, parents perceived that social distancing affected the academic and social learning of their children during the pandemic in the shifted phase from offline to online mode, although there were variations with respect to the demographics selected for this study. Based on the parents’ interviews, the majority agreed that social distancing had a negative effect on children’s academic and social learning, in addition to tempering their communication skills and disrupting the psychological health, which consequently generated a learning gap. It is recommended that the concerned authorities may take such initiatives to address and mend the learning loss of children relevant to their academic and social skills in the post-pandemic era.
Downloads
References
Ali, N. U. (2020). Students disappointed with online teaching system amid COVID-19. Retrieved from Daily Times: https://dailytimes.com. pk/587446/students-disappointed-with-online-teaching-system-amid-covid-19.
Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher education studies, 10(3), 16-25. DOI: https://doi.org/10.5539/hes.v10n3p16
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance education, 40(1), 133-148. DOI: https://doi.org/10.1080/01587919.2018.1553562
Al-Salman, S., & Haider, A. S. (2021). Jordanian University students' views on emergency online learning during COVID-19. Online Learning, 25(1), 286-302 DOI: https://doi.org/10.24059/olj.v25i1.2470
Apriyanti, C. (2020). The parents’ role in guiding distance learning and the obstacle during covid-19 outbreak. Jurnal Ilmiah Pendidikan Dasar, 7(02), 68-83. DOI: https://doi.org/10.30659/pendas.7.2.68-83
Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. DOI: https://doi.org/10.3390/su12208438
Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and e-learning Research, 7(3), 285-292. DOI: https://doi.org/10.20448/journal.509.2020.73.285.292
Brodeur, A., Clark, A. E., Fleche, S., & Powdthavee, N. (2021). COVID-19, lockdowns and well-being: Evidence from Google Trends. Journal of public economics, 193, 104346. DOI: https://doi.org/10.1016/j.jpubeco.2020.104346
Cheney, G., Christensen, L. T., Zorn Jr, T. E., & Ganesh, S. (2010). Organizational communication in an age of globalization: Issues, reflections, practices. USA: Waveland Press.
Cresswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. (2nd Ed.). California: Sage Publication.
Del Prette, A., & Del Prette, Z. A. (2014). Paradigmas culturais, habilidades sociais e análise do comportamento. em foco, 1,38-49.
Del Prette, A., & Del Prette, Z. A. (2017). Psicologia das habilidades sociais na infância: teoria e prática. Brazil: Editora Vozes Limitada.
Del Prette, Z. A., & Del Prette, A. (2018). Competência social e habilidades sociais: manual teórico-prático. Brazil: Editora Vozes Limitada.
Eom, S. B., Wen, H. J., & Ashill, N. (2006). The determinants of students' perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education, 4(2), 215-235. DOI: https://doi.org/10.1111/j.1540-4609.2006.00114.x
Eyles, A., Gibbons, S., & Montebruno, P. (2020). Covid-19 school shutdowns: What will they do to our children's education? London: Centre for Economic Performance.
Kang, M., & Im, T. (2013). Factors of learner–instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292-301. DOI: https://doi.org/10.1111/jcal.12005
Keyton, J. (2010). Communication and organizational culture: A key to understanding work experiences. New York: Sage Publications.
Labrague, L. J., De los Santos, J. A. A., & Falguera, C. (2021). Social and emotional loneliness among college students during the COVID-19 pandemic: the predictive role of coping behaviours, social support, and personal resilience. Perspect Psychiatr Care, 57(4), 1578-1584. DOI: https://doi.org/10.1111/ppc.12721
Lasfeto, D. (2020). The relationship between self-directed learning and students’ social interaction in online learning environment. Journal of e-learning and knowledge society, 16(2), 34-41.
Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, 4(6), 421. DOI: https://doi.org/10.1016/S2352-4642(20)30109-7
Liang, L., Tian, G., Zhang, X., & Tian, Y. (2020). Help comes from understanding: The positive effect of communication visibility on employee helping behavior. International Journal of Environmental Research and Public Health, 17(14), 5022. DOI: https://doi.org/10.3390/ijerph17145022
Malik, M. (2020). The coronavirus effect on Pakistan’s digital divide. Retrieved from COVID-19: https://www. bbc.com/worklife/article/20200713-the-coronavirus-effect-on-pakistansdigital-divide
Masdul, M. R. (2018). Learning communication. Journal of Education & Islamic Sciences, 2(1), 14-28.
Realyvásquez-Vargas, A., Maldonado-Macías, A. A., Arredondo-Soto, K. C., Baez-Lopez, Y., Carrillo-Gutiérrez, T., & Hernández-Escobedo, G. (2020). The impact of environmental factors on academic performance of university students taking online classes during the COVID-19. Sustainability, 12(21), 9194. DOI: https://doi.org/10.3390/su12219194
Schleicher, A. (2020). How can teachers and school systems respond to the COVID-19 pandemic? Some lessons from TALIS. Retrieved from https://oecdedutoday.com/how-teachers-school-systems-respondcoronavirus-talis/
Suprapto, H. A. (2017). Effect of effective communication to improve student learning outcomes. Scientific Journal of Education, 11(1), 13–24
Swan, K. (2003),“Learning effectiveness online: what the research tells us”, Elements of Quality Online Education, Practice and Direction, Vol. 4 No. 1, pp. 13-47.
United Nation Educational, scientific and cultural organization (2020 a). COVID 19 impacts on educational data. Retrieved from http://en.uesco.org/covid19/educationresponse
United Nations. (2020, April). Policy brief: The impact of COVID-19 on children. Retrieved from unsdg.unorg/resources/policy-brief-impact-covid-19-children
Velentzas, J. O. H. N., & Broni, G. (2014). Communication cycle: Definition, process, models and examples. Recent advances in financial planning and product development, 17, 117-131.
World Bank. (2020). The COVID-19 crisis response: Supporting tertiary education for continuity, adaptation, and innovation. Retrieved from documents1. Worldbank.org/wrated/en/62199/1586463915490.
Yeager, D., Walton, G., & Cohen, G. L. (2013). Addressing achievement gaps with psychological interventions. Phi Delta Kappan, 94(5), 62-65. DOI: https://doi.org/10.1177/003172171309400514
Yilmaz, R., Karaoglan Yilmaz, F. G., & Keser, H. (2020). Vertical versus shared e-leadership approach in online project-based learning: a comparison of self-regulated learning skills, motivation and group collaboration processes. Journal of Computing in Higher Education, 32, 628-654 DOI: https://doi.org/10.1007/s12528-020-09250-2
Downloads
Published
How to Cite
Issue
Section
License
Authors may photocopy and use their articles without any permission/fee for noncommercial purposes as specified by the Creative Commons Attribution-NonCommercial 4.0 International License. For using work for commercial purpose, please contact on editor.pjdol@aiou.edu.pk .
