Shu Cui1,2,3, Chao Zhang4, Shijiang Wang1, Xingong Zhang3, Lei Wang1,2, Ling Zhang1,2, Qiuyu Yuan1,2, Cui Huang1,2, Fangshuo Cheng5, Kai Zhang1,2, Xiaoqin Zhou1,2. 1. Department of psychiatry, Chaohu Hospital, Anhui Medical University, 64 North Chaohu Road, Hefei, CN. 2. School of Mental Health and Psychological Sciences, Anhui Medical University, Hefei, CN. 3. Department of Psychiatry, The Third People's Hospital of Fuyang, Fuyang, CN. 4. Department of Pediatrics, Fuyang People's Hospital, Fuyang, CN. 5. Department of Psychiatry, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu, CN.
Abstract
BACKGROUND: Due to the widespread infection of COVID-19, an emergency homeschooling plan was rigorously implemented throughout China. OBJECTIVE: This study aimed to investigate the experiences and attitudes of elementary school students and their parents (two generations from the same family) toward online learning in China during the pandemic. METHODS: A 16-item questionnaire was distributed at the 10 day- and 40 day-mark after the first online course to 867 parent-child pairs and 141 parent-child pairs, respectively. The questionnaire comprised of questions pertaining to the course and homework's completeness, effectiveness, reliability, and abundance as well as the students' enthusiasm to take part in online classes and their satisfaction with the courses. RESULTS: The findings indicate that more than 91% of students exhibited high or moderate enthusiasm for participating in online classes. However, most students performed poorly in online learning classes and after school homework. Regarding satisfaction, parents' and students' average scores were 7.35 and 7.25, respectively (10-point scoring system). During the second stage of the study, parents' positive evaluations of online learning declined, including the effectiveness and reliability of the courses. Furthermore, the proportion of students who completed the courses and homework on time decreased; this difference proved statistically significant. The overall satisfaction of parents and students with online learning also declined during this second stage (7.21 vs. 7.23); however, the difference between the two stages was not statistically significant. Several of the parents (36.2%) indicated that assisting and supervising the students' online learning caused increased stress. Thirty-six percent of parents expressed dissatisfaction or suggestions concerning online learning; most parents and students hoped to return to face-to-face classes (94.9% vs. 93.5%). Finally, the results presented six main issues that parents are most concerned about: (1) disappointment regarding timely interaction in courses; (2) apprehensive about students understanding of the course; (3) increased burden of annoying adult responsibilities; (4) concern about the children's eyesight; (5) teachers' explanations were not detailed enough; (6) concerned about the decline of students' interest and attention. CONCLUSIONS: Online learning could prevent the spread of infectious diseases while still allowing elementary school students to attain knowledge. However, children's completion of the courses and homework were not satisfactory. Furthermore, their parents often experienced stress and had many concerns and complaints. Measures such as increasing the interactivity of the courses and prohibiting teachers from assigning the task to parents could improve the effectiveness of these courses and the mental health level of parents and students.
BACKGROUND: Due to the widespread infection of COVID-19, an emergency homeschooling plan was rigorously implemented throughout China. OBJECTIVE: This study aimed to investigate the experiences and attitudes of elementary school students and their parents (two generations from the same family) toward online learning in China during the pandemic. METHODS: A 16-item questionnaire was distributed at the 10 day- and 40 day-mark after the first online course to 867 parent-child pairs and 141 parent-child pairs, respectively. The questionnaire comprised of questions pertaining to the course and homework's completeness, effectiveness, reliability, and abundance as well as the students' enthusiasm to take part in online classes and their satisfaction with the courses. RESULTS: The findings indicate that more than 91% of students exhibited high or moderate enthusiasm for participating in online classes. However, most students performed poorly in online learning classes and after school homework. Regarding satisfaction, parents' and students' average scores were 7.35 and 7.25, respectively (10-point scoring system). During the second stage of the study, parents' positive evaluations of online learning declined, including the effectiveness and reliability of the courses. Furthermore, the proportion of students who completed the courses and homework on time decreased; this difference proved statistically significant. The overall satisfaction of parents and students with online learning also declined during this second stage (7.21 vs. 7.23); however, the difference between the two stages was not statistically significant. Several of the parents (36.2%) indicated that assisting and supervising the students' online learning caused increased stress. Thirty-six percent of parents expressed dissatisfaction or suggestions concerning online learning; most parents and students hoped to return to face-to-face classes (94.9% vs. 93.5%). Finally, the results presented six main issues that parents are most concerned about: (1) disappointment regarding timely interaction in courses; (2) apprehensive about students understanding of the course; (3) increased burden of annoying adult responsibilities; (4) concern about the children's eyesight; (5) teachers' explanations were not detailed enough; (6) concerned about the decline of students' interest and attention. CONCLUSIONS: Online learning could prevent the spread of infectious diseases while still allowing elementary school students to attain knowledge. However, children's completion of the courses and homework were not satisfactory. Furthermore, their parents often experienced stress and had many concerns and complaints. Measures such as increasing the interactivity of the courses and prohibiting teachers from assigning the task to parents could improve the effectiveness of these courses and the mental health level of parents and students.