Pub Date : 2022-01-02DOI: 10.1080/07380569.2022.2037298
Lisa B. Hurwitz, P. Macaruso, Sarah Thang, Jamie Studwell
Abstract Unfortunately, far too many American adolescents are unable to read proficiently. The science of reading suggests explicit instruction in both word identification and language processing skills should bolster reading proficiency, but most commercial reading interventions for secondary students focus exclusively on the latter skill area. This study explored the effectiveness of the Lexia PowerUp Literacy program (PowerUp), a digital reading intervention that provides explicit instruction in word identification, grammar, and comprehension. There were 122 sixth-grade students attending low-SES schools who participated in this year-long study. Students who used PowerUp showed significantly greater gains on an assessment of word identification, syntactic processing, and basic reading comprehension skills compared to students using an alternative program that offered opportunities to apply comprehension strategies in the absence of explicit and skills-based instruction. Results demonstrate the value of instruction extending beyond comprehension strategies to incorporate the full complement of skills needed for reading proficiency.
{"title":"Bolstering Middle School Students’ Component Reading Skills: An Evaluation of the Lexia® PowerUp Literacy® Blended Learning Program","authors":"Lisa B. Hurwitz, P. Macaruso, Sarah Thang, Jamie Studwell","doi":"10.1080/07380569.2022.2037298","DOIUrl":"https://doi.org/10.1080/07380569.2022.2037298","url":null,"abstract":"Abstract Unfortunately, far too many American adolescents are unable to read proficiently. The science of reading suggests explicit instruction in both word identification and language processing skills should bolster reading proficiency, but most commercial reading interventions for secondary students focus exclusively on the latter skill area. This study explored the effectiveness of the Lexia PowerUp Literacy program (PowerUp), a digital reading intervention that provides explicit instruction in word identification, grammar, and comprehension. There were 122 sixth-grade students attending low-SES schools who participated in this year-long study. Students who used PowerUp showed significantly greater gains on an assessment of word identification, syntactic processing, and basic reading comprehension skills compared to students using an alternative program that offered opportunities to apply comprehension strategies in the absence of explicit and skills-based instruction. Results demonstrate the value of instruction extending beyond comprehension strategies to incorporate the full complement of skills needed for reading proficiency.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"80 - 97"},"PeriodicalIF":0.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43374323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/07380569.2022.2037295
M. Hudson, Youngkyun Baek
Abstract This study explored whether the computational thinking skills of early elementary-aged students be positively impacted by participation in a robotics-based, classroom intervention. Action research was used to examine the impact of a multifaceted, constructionist, robotics-based intervention on 37 second and third grade students at an elementary school in the Southeastern United States. This intervention was found to have a positive impact on students’ computational thinking skills. This study provides practitioners with an easy to implement, teacher-friendly intervention that can be integrated into elementary classrooms to positively impact student computational thinking skills.
{"title":"Increasing Elementary Students’ Computational Thinking Skills Using a Multifaceted Robotics-Based Intervention","authors":"M. Hudson, Youngkyun Baek","doi":"10.1080/07380569.2022.2037295","DOIUrl":"https://doi.org/10.1080/07380569.2022.2037295","url":null,"abstract":"Abstract This study explored whether the computational thinking skills of early elementary-aged students be positively impacted by participation in a robotics-based, classroom intervention. Action research was used to examine the impact of a multifaceted, constructionist, robotics-based intervention on 37 second and third grade students at an elementary school in the Southeastern United States. This intervention was found to have a positive impact on students’ computational thinking skills. This study provides practitioners with an easy to implement, teacher-friendly intervention that can be integrated into elementary classrooms to positively impact student computational thinking skills.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"16 - 40"},"PeriodicalIF":0.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42618730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/07380569.2022.2037296
Youness Salame, Pierre-Majorique Léger, Patrick Charland, Maÿlis Merveilleux Du Vignaux, Emmanuel Durand, Nicolas Bouillot, Mylène Pardoen, Marion Deslandes-Martineau, S. Sénécal
Abstract This research reports empirical evidence of the pedagogical benefits of using two interactive types of immersive spherical dome screens (large and small). Results are drawn from an experiment measuring the emotional, cognitive, perceptual/attitudinal states, and learning outcomes of 102 participants divided into control/experimental groups and group/individual pedagogical contexts. Specifically, this paper aimed to investigate the extent to which using interactivity in immersive technologies has positive learning outcomes and provide a positive learning experience. Building upon the INTERACT model, our results show that, in a smaller dome, the learner’s cognitive state, perception and attitudes play a mediating role regarding the impact of interactivity on learning outcomes. However, we did not observe a difference between the larger and smaller dome as for the learning outcomes. These results bring further insight into optimal educational practices in an immersive context and are relevant for pedagogical designers and immersive technologies manufacturers.
{"title":"The Effects of Interactivity on Learners’ Experience in a Visually Immersive Display Context","authors":"Youness Salame, Pierre-Majorique Léger, Patrick Charland, Maÿlis Merveilleux Du Vignaux, Emmanuel Durand, Nicolas Bouillot, Mylène Pardoen, Marion Deslandes-Martineau, S. Sénécal","doi":"10.1080/07380569.2022.2037296","DOIUrl":"https://doi.org/10.1080/07380569.2022.2037296","url":null,"abstract":"Abstract This research reports empirical evidence of the pedagogical benefits of using two interactive types of immersive spherical dome screens (large and small). Results are drawn from an experiment measuring the emotional, cognitive, perceptual/attitudinal states, and learning outcomes of 102 participants divided into control/experimental groups and group/individual pedagogical contexts. Specifically, this paper aimed to investigate the extent to which using interactivity in immersive technologies has positive learning outcomes and provide a positive learning experience. Building upon the INTERACT model, our results show that, in a smaller dome, the learner’s cognitive state, perception and attitudes play a mediating role regarding the impact of interactivity on learning outcomes. However, we did not observe a difference between the larger and smaller dome as for the learning outcomes. These results bring further insight into optimal educational practices in an immersive context and are relevant for pedagogical designers and immersive technologies manufacturers.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"41 - 60"},"PeriodicalIF":0.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48967686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-15DOI: 10.1080/07380569.2021.1988317
Zaldy C. Collado, Christopher Bryan A. Concha, N. M. G. Orozco
Abstract Prior to the pandemic, remote learning in the Philippines was not a widely popular mode of teaching and learning. The COVID-19 health crisis, however, turned such modality into a norm. In this context, this study examined the experiences of Filipino teachers caught in the transition from traditional face-to-face interactions to virtual or distance learning. Findings were drawn from 86 teachers from private and public institutions in the Philippines, whose survey responses were collected online. The results indicate that the transition is seen both as an opportunity for professional growth and as a phase of tremendous challenge for discharging teacher duties. The narratives, however, are dominated by the latter. Logistical constraints brought by limited resources, heavier workload, and the anxiety rooted in the quality of online teaching are some of the challenges that arose. We contend that the perceived suddenness of such need for change, as reflected in these narratives, revealed how alien online learning is to teachers in the broader context. We argue further that the challenges in this transition are rooted in decades-long underinvestment in distance learning evidenced by the inadequate information and communication infrastructures in the country. This failure to invest in digital modality may suggest a lack of foresight about the power of technology in streamlining educational processes and improving outcomes under different settings and circumstances.
{"title":"Teaching in Transition: How Do Filipino Teachers Face the Migration to Cyberspace amid the Pandemic?","authors":"Zaldy C. Collado, Christopher Bryan A. Concha, N. M. G. Orozco","doi":"10.1080/07380569.2021.1988317","DOIUrl":"https://doi.org/10.1080/07380569.2021.1988317","url":null,"abstract":"Abstract Prior to the pandemic, remote learning in the Philippines was not a widely popular mode of teaching and learning. The COVID-19 health crisis, however, turned such modality into a norm. In this context, this study examined the experiences of Filipino teachers caught in the transition from traditional face-to-face interactions to virtual or distance learning. Findings were drawn from 86 teachers from private and public institutions in the Philippines, whose survey responses were collected online. The results indicate that the transition is seen both as an opportunity for professional growth and as a phase of tremendous challenge for discharging teacher duties. The narratives, however, are dominated by the latter. Logistical constraints brought by limited resources, heavier workload, and the anxiety rooted in the quality of online teaching are some of the challenges that arose. We contend that the perceived suddenness of such need for change, as reflected in these narratives, revealed how alien online learning is to teachers in the broader context. We argue further that the challenges in this transition are rooted in decades-long underinvestment in distance learning evidenced by the inadequate information and communication infrastructures in the country. This failure to invest in digital modality may suggest a lack of foresight about the power of technology in streamlining educational processes and improving outcomes under different settings and circumstances.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"281 - 299"},"PeriodicalIF":0.9,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41801063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-09DOI: 10.1080/07380569.2021.1989244
Leping Liu, Li-Ting Chen, Karen Pugh
Technology has been used as a tool to support and improve teaching and learning for decades and Computers in the Schools (CITS) has been publishing the best practice and research findings in this field for over 38 years. Since its inception in 1984, CITS has demonstrated issues and solutions, trends in new technology applications over time, and progress and development of a solid theoretical foundation for integrating technology into classrooms and online teaching and learning, which provided operational guidance to the work of school teachers and researchers alike (CITS, 2021). However, when an education emergency occurs, such as the situation during the COVID-19 pandemic, how can technology as a tool be used to achieve the goals of student learning? What challenges are the teachers and students confronted with and what are the possible solutions? According to the report of Global Monitoring of School Closures provided by the United Nations Educational, Scientific and Cultural Organization (UNESCO), up until July 2020, 685,358,072 learners at K-12 levels around the world were affected, and 37 worldwide closures were instigated. By December 2020, the numbers were reduced: 304,525,775 learners at K-12 levels were affected, and 26 worldwide closures were in effect (UNESCO, 2021). Looking at college students in the United States, by March 2020, at least 1,102 colleges and universities in the United States had closed their campuses, and over 14 million college students were impacted (Hess, 2020). During the period of school closures, most literature reported the efforts K-12 schools and universities made on the transition from traditional education to online distance education (Carrillo & Flores, 2020; Crompton et al., 2021; Greenhow & Lewin, 2021) and the challenges and opportunities that educators and students faced (Kaisara & Bwalya, 2021; Moore et al., 2021). The collection of this special issue Technology’s Challenge in K-12 and Higher Education: Dealing with a Worldwide Pandemic presents some distinguished work that has been done by frontline educators during this education https://doi.org/10.1080/07380569.2021.1989244
{"title":"Online Teaching and Learning under COVID-19: Challenges and Opportunities","authors":"Leping Liu, Li-Ting Chen, Karen Pugh","doi":"10.1080/07380569.2021.1989244","DOIUrl":"https://doi.org/10.1080/07380569.2021.1989244","url":null,"abstract":"Technology has been used as a tool to support and improve teaching and learning for decades and Computers in the Schools (CITS) has been publishing the best practice and research findings in this field for over 38 years. Since its inception in 1984, CITS has demonstrated issues and solutions, trends in new technology applications over time, and progress and development of a solid theoretical foundation for integrating technology into classrooms and online teaching and learning, which provided operational guidance to the work of school teachers and researchers alike (CITS, 2021). However, when an education emergency occurs, such as the situation during the COVID-19 pandemic, how can technology as a tool be used to achieve the goals of student learning? What challenges are the teachers and students confronted with and what are the possible solutions? According to the report of Global Monitoring of School Closures provided by the United Nations Educational, Scientific and Cultural Organization (UNESCO), up until July 2020, 685,358,072 learners at K-12 levels around the world were affected, and 37 worldwide closures were instigated. By December 2020, the numbers were reduced: 304,525,775 learners at K-12 levels were affected, and 26 worldwide closures were in effect (UNESCO, 2021). Looking at college students in the United States, by March 2020, at least 1,102 colleges and universities in the United States had closed their campuses, and over 14 million college students were impacted (Hess, 2020). During the period of school closures, most literature reported the efforts K-12 schools and universities made on the transition from traditional education to online distance education (Carrillo & Flores, 2020; Crompton et al., 2021; Greenhow & Lewin, 2021) and the challenges and opportunities that educators and students faced (Kaisara & Bwalya, 2021; Moore et al., 2021). The collection of this special issue Technology’s Challenge in K-12 and Higher Education: Dealing with a Worldwide Pandemic presents some distinguished work that has been done by frontline educators during this education https://doi.org/10.1080/07380569.2021.1989244","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"249 - 255"},"PeriodicalIF":0.9,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42602048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-09DOI: 10.1080/07380569.2021.1989220
Li-Ting Chen, Leping Liu, Phillip Tretheway
Abstract Teachers have faced various challenges during the coronavirus pandemic, including lack of skills and knowledge to teach remotely, unstable or no internet access for students in rural areas, and increasing needs to stimulate student motivation. In this article, we introduce the design, development, and implementation of a stand-alone package of multilayer videos that can be delivered to learners with or without internet access. The multilayer videos simulate real classroom environments and learning experiences to facilitate remote learning, and consist of three layers: session guidance videos (Layer 1), content instructional videos (Layer 2), and activity videos (Layer 3). The session guidance videos provide students with a road map of the class session. The content instructional videos are designed to introduce the course content. The activity videos are developed to enhance hands-on learning activities. A case study was conducted in which we used such multilayer videos to teach right triangle trigonometry. Preliminary results from the case study showed that most students gained knowledge from watching the videos. In addition, students gave positive written feedback on the multilayer videos. However, they still preferred the conventional in-person learning approach to the multilayer video learning approach. We provide our suggestions on designing multilayer videos to enhance remote learning.
{"title":"Using Multilayer Videos for Remote Learning: Videos of Session Guidance, Content Instruction, and Activity","authors":"Li-Ting Chen, Leping Liu, Phillip Tretheway","doi":"10.1080/07380569.2021.1989220","DOIUrl":"https://doi.org/10.1080/07380569.2021.1989220","url":null,"abstract":"Abstract Teachers have faced various challenges during the coronavirus pandemic, including lack of skills and knowledge to teach remotely, unstable or no internet access for students in rural areas, and increasing needs to stimulate student motivation. In this article, we introduce the design, development, and implementation of a stand-alone package of multilayer videos that can be delivered to learners with or without internet access. The multilayer videos simulate real classroom environments and learning experiences to facilitate remote learning, and consist of three layers: session guidance videos (Layer 1), content instructional videos (Layer 2), and activity videos (Layer 3). The session guidance videos provide students with a road map of the class session. The content instructional videos are designed to introduce the course content. The activity videos are developed to enhance hands-on learning activities. A case study was conducted in which we used such multilayer videos to teach right triangle trigonometry. Preliminary results from the case study showed that most students gained knowledge from watching the videos. In addition, students gave positive written feedback on the multilayer videos. However, they still preferred the conventional in-person learning approach to the multilayer video learning approach. We provide our suggestions on designing multilayer videos to enhance remote learning.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"322 - 353"},"PeriodicalIF":0.9,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47826876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-09DOI: 10.1080/07380569.2021.1989232
Li-Ting Chen, Leping Liu, Karen Pugh
{"title":"Special Issue: Technology’s Challenge in K-12 and Higher Education: Dealing with a Worldwide Pandemic Guest Editors:","authors":"Li-Ting Chen, Leping Liu, Karen Pugh","doi":"10.1080/07380569.2021.1989232","DOIUrl":"https://doi.org/10.1080/07380569.2021.1989232","url":null,"abstract":"","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41905743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-09DOI: 10.1080/07380569.2021.1989233
(2021). About the Guest Editors. Computers in the Schools: Vol. 38, Technology’s Challenge in K-12 and Higher Education to Deal with a Worldwide Pandemic, pp. 384-384.
{"title":"About the Guest Editors","authors":"","doi":"10.1080/07380569.2021.1989233","DOIUrl":"https://doi.org/10.1080/07380569.2021.1989233","url":null,"abstract":"(2021). About the Guest Editors. Computers in the Schools: Vol. 38, Technology’s Challenge in K-12 and Higher Education to Deal with a Worldwide Pandemic, pp. 384-384.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"17 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-09DOI: 10.1080/07380569.2021.1988318
Safia Tarteer, Amjad Badah, Zuheir N. Khlaif
Abstract This study sought to understand the experiences of female 11th-graders in English classes that used Google Classroom applications during emergent e-learning due to COVID-19. Teachers and students used Google Classroom in place of face-to-face learning in Palestine as required by the Ministry of Education. A qualitative approach with semi-structured interviews was used to explore the experience of students using Google Classroom, with thematic analysis to analyze the data. Results indicated that most students were interested in using the Google Classroom application; however, the findings revealed that some students preferred face-to-face learning over the Google Classroom application because they suffered from internet speed issues. The study suggests that in training teachers and students on how to use Google Classroom more effectively the Ministry of Education should play a vital role in encouraging both teachers and students to use this application for teaching purposes.
{"title":"Employing Google Classroom to Teach Female Students during the COVID-19 Pandemic","authors":"Safia Tarteer, Amjad Badah, Zuheir N. Khlaif","doi":"10.1080/07380569.2021.1988318","DOIUrl":"https://doi.org/10.1080/07380569.2021.1988318","url":null,"abstract":"Abstract This study sought to understand the experiences of female 11th-graders in English classes that used Google Classroom applications during emergent e-learning due to COVID-19. Teachers and students used Google Classroom in place of face-to-face learning in Palestine as required by the Ministry of Education. A qualitative approach with semi-structured interviews was used to explore the experience of students using Google Classroom, with thematic analysis to analyze the data. Results indicated that most students were interested in using the Google Classroom application; however, the findings revealed that some students preferred face-to-face learning over the Google Classroom application because they suffered from internet speed issues. The study suggests that in training teachers and students on how to use Google Classroom more effectively the Ministry of Education should play a vital role in encouraging both teachers and students to use this application for teaching purposes.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"300 - 321"},"PeriodicalIF":0.9,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44814044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-09DOI: 10.1080/07380569.2021.1988319
H. Hinderliter, Y. Xie, K. Ladendorf, H. Muehsler
Abstract This study examined parents’ perception of their child’s learning experience during COVID-19. Data were collected from 153 U.S. parents’ responses to an online survey. Findings showed that parents’ satisfaction with the spring 2020 leap to online learning depended on the degree to which their child was a “good fit” (as evidenced by positive learning outcomes and low parental anxiety) with the online learning experience, as predicted by the person-situation fit theory of satisfaction. Students’ own barriers to learning was the strongest predictor of parental anxiety, among the examined internal and external factors. Furthermore, increases in parental anxiety had a strong negative correlation with perceived learning outcome, which mediated these factors’ relationship with parental satisfaction. None of the examined external factors (e.g., parental support) were significant predictors of parent-perceived learning outcome and parental anxiety. Recommendations are made for schools to support students’ ability to work independently and develop time management skills.
{"title":"Path Analysis of Internal and External Factors Associated with Parental Satisfaction over K-12 Online Learning","authors":"H. Hinderliter, Y. Xie, K. Ladendorf, H. Muehsler","doi":"10.1080/07380569.2021.1988319","DOIUrl":"https://doi.org/10.1080/07380569.2021.1988319","url":null,"abstract":"Abstract This study examined parents’ perception of their child’s learning experience during COVID-19. Data were collected from 153 U.S. parents’ responses to an online survey. Findings showed that parents’ satisfaction with the spring 2020 leap to online learning depended on the degree to which their child was a “good fit” (as evidenced by positive learning outcomes and low parental anxiety) with the online learning experience, as predicted by the person-situation fit theory of satisfaction. Students’ own barriers to learning was the strongest predictor of parental anxiety, among the examined internal and external factors. Furthermore, increases in parental anxiety had a strong negative correlation with perceived learning outcome, which mediated these factors’ relationship with parental satisfaction. None of the examined external factors (e.g., parental support) were significant predictors of parent-perceived learning outcome and parental anxiety. Recommendations are made for schools to support students’ ability to work independently and develop time management skills.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"354 - 383"},"PeriodicalIF":0.9,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42090751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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