Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers

By S. Bubb, Marilee Jones. Improving Schools, 2020

299 citations recorded by the source corpus.

In Spring 2020, schools in many countries had to close in response to the COVID-19 virus pandemic and move to remote teaching. This paper explores the views of pupils, parents/carers and teachers of ‘home-school’ in one Norwegian municipality, gathered through parallel online surveys in April 2020 during the peak of the COVID-19 lockdown period. It finds that adaptation happened very quickly and that home-school was well received by pupils and parents. There was more creative learning, better progress, more useful feedback and greater student independence. School leaders reported that they wanted to implement changes based on the experience of remote learning enforced by the lockdown, so that the crisis has become an opportunity for grassroots innovation.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e0b1cdec366f5a938e113cda79a1b80a3b901d37

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Triinu Aaviku
2. Liina Lepp
3. Ä. Leijen
4. Margus Pedaste
5. Katrin Saks

Citations in the corpus

• Teaching during COVID-19: The Decisions Made in Teaching (2021, methodology): “In schools where digital learning platforms and digital tools were used before COVID-19, the transition to distance learning was also easier [5,6].”
• Parental Involvement during Pandemic Times: Challenges and Opportunities (2021, background): “Even though hurdles did exist, parental involvement in children’s learning may also have increased during lockdown home learning [29].”