The COVID-19 pandemic has brought about significant changes in the education system, with many schools transitioning to virtual learning to ensure the safety of students and staff. In a recent study published in Social Education Research, researchers delved into the impact of virtual learning on parents of middle and high school students. The study aimed to understand how virtual learning affected parents‘ daily routines, stress levels, and the academic performance of their children.
The rapid shift to virtual learning posed challenges for both parents and students. With limited training and resources, teachers had to quickly adapt to creating online lessons, leading to unexpected changes in home life and learning environments for families. W. Catherine Cheung, an assistant professor of physical therapy at Northern Illinois University, emphasized the importance of preparing for the future of virtual learning beyond the pandemic, as it may become more prevalent in education.
As part of a larger research study investigating the feasibility of using saliva-based testing in schools, researchers interviewed 20 parents in Illinois. Through questionnaires and semi-structured interviews, the researchers analyzed the parents‘ responses using constant comparative analysis and emergent coding to identify patterns.
Parents highlighted various stressors related to virtual learning, including disruptions to work schedules, the need to monitor children’s progress closely, and increased financial strain. The lack of social interaction during virtual learning also took a toll on children’s mental health, with parents expressing concerns about their academic performance and social development.
Interestingly, some parents of children receiving special education services reported positive experiences with virtual learning. They found that the flexibility of remote learning allowed them to better support their children’s unique needs, leading to improved academic outcomes in some cases.
Rebecca Smith, an associate professor of epidemiology at the University of Illinois Urbana-Champaign, emphasized the importance of considering students‘ home situations and individual needs in educational planning. The study shed light on the challenges faced by parents during the pandemic and highlighted the need for schools to address the diverse needs of students, especially those on the margins.
The study, titled „Exploring Parent Perceptions of Virtual Learning in School: Learning During a Pandemic,“ provides valuable insights into the impact of virtual learning on families. By understanding parents‘ perspectives, educators and policymakers can better support students in navigating the challenges of virtual education. The full study can be accessed at https://doi.org/10.37256/ser.5220244572.
In conclusion, the study underscores the importance of considering the holistic well-being of students and families in educational decision-making. As virtual learning continues to evolve, it is crucial to address the diverse needs of students and provide support to ensure their academic success and well-being.