Parental activity as a differentiating factor in the period of digital education (covid19) - The experiences of school principals
Published 31-12-2023
Keywords
- parental involvement,
- social status,
- digital learning
Copyright (c) 2023 Török Balázs
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
In our study, we show that parental activism and quasi-teacher engagement, combined with the expansion of the school's communication capacity, has resulted in a new form of learning environment in the period of digital education (COVID19). Despite a decline in the reliability of student performance assessments, the learning process has become essentially sustainable outside the classroom. Parental activity, however, proved to be a differentiating factor: students who were used to being motivated by organisational pressure in classroom situations were more likely to avoid learning, when parents did not substitute for school pressure. Parental activity was also a differentiating factor for primary pupils, where home learning replaced rather than complemented school learning.
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