Distance learning in elementary school - participant experiences at the upper elementary level (5th-8th grade)

Abstract

The aim of this paper is to present the results of a quantitative research study of the experiences of pupils, their parents and teachers involved in distance learning at the upper elementary level. The research sample consisted of 517 pupils (5th-8th Grade), 458 parents and 53 teachers at the Vladimir Nazor Elementary School in Pazin. The results show that pupils felt overloaded, strained and confused as a consequence of not interacting with their teachers in person. Nevertheless, the interactive learning materials and the convenience of distance learning were seen as benefits of the programme. For the pupils’ parents, the biggest hurdles were lack of time, lack of comprehension of educational resources, work commitments and the inability to handle ICT well. The teachers missed the ability to further clarify instructions, but the biggest obstacles for them were not being able to test their pupils’ knowledge of the subject content and organizing their work schedule. Despite the issues, both the parents and the teachers were satisfied with how distance learning was organized. The results have important implications regarding educational practices, but they also indicate the importance of further research in the field of distance learning.