When Worlds Collide: Framing Students’ Challenges with Stay-at-home Learning During COVID-19 through the Lens of Conflicting Role Identities

<p align="center"><em>The widespread prevalence of COVID-19 pandemic has affected academia and parents alike. Due to the sudden closure of schools, students are missing social interaction which is vital for better learning and grooming while most schools have started online classes. This has become a tough routine for the parents working online at home since they have to ensure their children’s education. The study presented was designed to explore the experiences of home learning in times of COVID-19. A descriptive qualitative study was planned to explore the experiences of parents about home learning and management during COVID-19 to get an insight into real-life experiences. Purposive sampling technique was used for data collection. Data were collected from 19 parents falling in the inclusion criteria. Considering the lockdown problem, the data were collected via Google docs form with open-ended questions related to COVID-19 and home learning. Three major themes emerged after the data analysis: impact of COVID on children learning; support given by schools; and strategies used by caregivers at home to support learning. It was analyzed that the entire nation and academicians around the world have come forward to support learning at home offering a wide range of free online avenues to support parents to facilitate home-learning. Furthermore, parents too have adapted quickly to address the learning gap that have emerged in their children’s learning in these challenging times. Measures should be adopted to provide essential learning skills to children at home. Centralized data dashboards and educational technology may be used to keep the students, parents and schools updated.</em></p>

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Introduction :Your Child Can Read Better With Your Help

Any Child Can Read Better ◽

10.1093/oso/9780195102185.003.0005 ◽

1996 ◽

Author(s):

Harvey S. Wiener

Keyword(s):

New York ◽

New York Times ◽

Reading Programs ◽

Mothers And Fathers ◽

Home Reading ◽

Sight Vocabulary ◽

Flash Cards ◽

Home Learning ◽

Advanced Readers ◽

At Home

Today’s parents have a lively interest in. assisting their children as learners, and this interest has spawned a plethora of books on home reading programs. It's natural to raise this question, then: why yet another book for helping children read at home? Surely the bookstore and library shelves are groaning with volumes that can help you create a "home schoolroom," enough to produce a nation of advanced readers. Why yet another book? For good reasons, believe me. Obviously, most parents want to help their children learn. A couple of years ago, Professor Joyce Epstei at Johns Hopkins surveyed the parents of more than 250 Baltimore children. Her findings, reported in The New York Times, showed that kids had higher reading scores if parents supported their youngsters' efforts at home. What's even more interesting is that although mothers and fathers wanted to involve themselves actively in their children's learning, very few knew just what to do. A shocking eighty per cent reported that they didn't have a clue about where to begin in helping their children succeed in school. With this apparent insecurity, many moms and dads are reaching for books in an effort to learn what they don't know. Hence, all the how-to-helpyour- child read productions. However, unlike Any Child Can Read Better, most "home learning" books address parents of toddlers and preschoolers and attempt to create a race of superkids who can read almost before they can walk. Teach-your-child- to-read books concentrate on turning the home nursery into a classroom—reading drills with flash cards, oversized words pinned as labels on familiar objects, interminable sessions on alphabet skills, phonetics, sight vocabulary, and sounding-out words. Too many books for parents of young learners have turned on the pressure and have turned off the pleasure for mothers and fathers as guiders and shapers of learning experiences. Moms and dads are not drill sergeants. Home isn't boot camp. If you're the mother or father of a preschooler, unless you're home learning parents who won't send your children to school in any case, don't teach your son or daughter how to read.

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Enhancement of Stay-at-Home Learning for the Biomechanics Laboratory Course During COVID-19 Pandemic

Biomedical Engineering Education ◽

10.1007/s43683-020-00025-w ◽

2020 ◽

Author(s):

Chung-Hao Lee ◽

Yingtao Liu ◽

Marc Moore ◽

Xun Ge ◽

Zahed Siddique

Keyword(s):

Laboratory Course ◽

Home Learning ◽

At Home

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Still Living At Home: Learning Resilience

10.24966/pmrd-8670/100042 ◽

2020 ◽

Vol 6 (1) ◽

pp. 1-8

Author(s):

Donald N Roberson ◽

Keyword(s):

Home Learning ◽

At Home

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The Commodification of “Stay at Home” in the COVID-19 Pandemic Era in Indonesia

Asian Research Journal of Arts & Social Sciences ◽

10.9734/arjass/2021/v13i130202 ◽

2021 ◽

pp. 1-10

Author(s):

Frengki Napitupulu

Keyword(s):

Behavior Pattern ◽

Supply And Demand ◽

Social Economy ◽

Virus Transmission ◽

Technology Service ◽

Home Learning ◽

Learning At Home ◽

Aspect Social ◽

Staying At Home ◽

At Home

The COVID-19 pandemic disease spreading around the world, including Indonesia, makes changes in lifestyle. Stay at home is a jargon to break the chain of virus transmission by working from home, learning at home, and praying at home. All activities are mostly done online and virtually. It certainly becomes the competitive market for the industry of media providing the services for, at least, those three activities when staying at home. In the critical paradigm area, this study discusses how ‘stay at home’ experiences the commodification and it changes into a market for the industry of media related to technology, service provider, application, and advertisement. The findings related to the level of share capitalism and high supply and demand were presented in a descriptive qualitative method. The commodification of stay at home changes the behavior pattern of people who are staying at home related to both relations and interaction, consumption patterns, and the changing needs. The nature of stay at home in people’s lives as the center of life realization, the center of cultural activity, a place for interacting with each other, in the scope of family or community, has changed into a market. Stay at home as a place to communicate people’s necessities starting from the cultural aspect, social, economy, and psychology has changed in a digital home with a virtual theme.

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Problematika Orangtua Dalam Mendidik Anak di Masa Pandemi Covid-19

As-Syar'i : Jurnal Bimbingan & Konseling Keluarga ◽

10.47467/assyari.v3i1.292 ◽

2021 ◽

Vol 3 (1) ◽

pp. 47-69

Author(s):

Aan Aprilia ◽

Ahmad Riyadi ◽

Wiwi Uswatiyah

Keyword(s):

Learning Process ◽

Qualitative Method ◽

Vital Role ◽

Learning Systems ◽

Learning System ◽

Home Study ◽

Good Communication ◽

Home Learning ◽

Research Interviews ◽

At Home

Home study led to a disintegration of the covid-19 spreading chain. In applying home learning systems, parents play a vital role in the student learning process during the current long-range learning system. So with home learning, it is the parents who become educators at home in place of teachers. This research aims to identify what can be problematic for parents in educating children during the covid-19 pandemic. The study involves a qualitative method that offers research interviews, observation and documentation. Among the problems of parents in educating children in the time of the covid-19, children are often in a changed mood, children are less disciplined, children are bored at home, parents need additional quotas to develop the activities of BDR, of course there is much work to be done in developing good communication to develop a good mood for children especially to carry out remote lessons, Guiding and providing motivation for children to be more disciplined, educating children, varying and innovative indoor activities so that they do not get bored quickly.

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How Finnish and Portuguese Parents’ Implicit Beliefs About Learning Actualize at Home

Frontiers in Education ◽

10.3389/feduc.2021.635203 ◽

2021 ◽

Vol 6 ◽

Author(s):

Cristiana Levinthal ◽

Elina Kuusisto ◽

Kirsi Tirri

Keyword(s):

Learning Environment ◽

Parental Engagement ◽

Growth Mindset ◽

Home Learning Environment ◽

Implicit Beliefs ◽

Holistic Development ◽

Home Learning ◽

Meaning System ◽

Beliefs About Learning ◽

At Home

The purpose of this qualitative study was to explore parental engagement in the home learning environment, and parents’ implicit beliefs about learning underlying such engagement. Nineteen parents of school children between 7 and 12 years old were interviewed in two different cultural contexts, Finland (N = 10) and Portugal (N = 9). The interviews were subjected to inductive and deductive content analysis. Forms of parental engagement at home were similar in both countries, divided between two main categories: engagement with their child’s holistic development and engagement with the child’s schooling process. Parental narratives about engagement were, for the most part, embedded in a growth mindset (or an incremental meaning system). The most common actualizations of engagement included considering the child’s learning contexts and emotions; encouraging effort, persistence and practice; approaching difficulties as a natural part of learning and suggesting strategies for overcoming them. Parental practices of engagement were combined with the actualization of their implicit beliefs to create parental engagement–mindset profiles. Twelve parents were classified as having a growth mindset to support the child’s holistic development profile, and the other seven were distributed amongst the three remaining profiles. The study contributes to the growing interest on the association between parental engagement and their learning-related implicit beliefs, giving clear first-person illustrations of how both occur and interact in the home learning environment. Implications for practice are discussed.

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The Washback Effect in Online Language Assessment on Student's Learning Interest

PIONEER: Journal of Language and Literature ◽

10.36841/pioneer.v13i2.1186 ◽

2021 ◽

Vol 13 (2) ◽

pp. 162

Author(s):

Amalul Umam ◽

Olivia Widad Zabidi

Keyword(s):

English Education ◽

Assessment Process ◽

Education Department ◽

Design Data ◽

Face To Face ◽

Home Learning ◽

The Right ◽

Learning Interest ◽

At Home

This research was conducted with a descriptive-qualitative approach with a case study as the research design. Data was collected by conducting interviews via Google Form with open-ended questions, the number of students who were used as respondents was 30 students from the Department of English Education. This study aims to examine the assessment process in the summary of assignments for the Seminar Proposal course for the English Education Department. This rapidly growing world of technology also affects aspects of education, education can be run online without the need for face-to-face meetings. Especially at this time where the world is being hit by the Covid-19 virus which increasingly requires people to stay at home. Learning is done entirely at home by relying on online learning. Even so, teachers still need to pay attention to choosing the right assessment for students in order to produce a positive washback effect from each given task. The results of this study indicate that the assignment has a positive washback effect because it is considered capable of improving students' English skills and abilities.

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