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Publication
Learning in troubled times: parents' perspectives on emergency remote teaching and learning
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| 607.66 KB | Adobe PDF |
Advisor(s)
Abstract(s)
The COVID‐19 pandemic triggered profound social consequences, affecting all aspects of
human activity, including education. The process of remote teaching that was implemented in
response to this crisis is known as emergency remote teaching and learning (ERTL). The present
study focuses on Portuguese parents’ perspectives about this process. Data were gathered through
an online questionnaire, answered by 203 parents of preschool, basic, and secondary education
students (ages 3–18), focusing on self‐perceived digital competence, satisfaction with ERTL, and
pedagogical activities developed with their children. Parents were moderately satisfied with ERTL
but expressed a marked increase in their workload, particularly those working from home. Parents
of children in the second cycle of basic education (ages 10–12) were less satisfied with the process.
A variety of activities was promoted, responding to different educational levels’ characteristics.
Results show the importance of promoting parents’ digital competence and directing support
policies, particularly to parents of younger children (ages 3–12), and raise concerns about equity.
Description
Keywords
COVID-19 Emergency remote teaching and learning (ERTL) Educational consequences Parents’ perspectives Portugal Preschool education Basic education Secondary education