Teachers and Parents as Primary Sources of Support for Children
During Remote and Online Instruction
Mary Rice, University of New Mexico, United States ; Leanna Archambault, Arizona State University, United States ; Jered Borup, George Mason University, United States
Journal of Online Learning Research Volume 7, Number 2, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Teachers and families faced many challenges during this time and the potential for mutual frustration and animosity was great (Rice & Deschaine, 2021). First and foremost, not all families had access to consistent internet service and devices for going online (Flores & Clancy, 2020). While some traditional classroom management concerns abated (e.g., leaving chewing gum on seats in class), engagement with the instructional materials emerged as a pressing problem (Xun et al., 2021). Social and emotional support for teachers, families, and children was also lacking (Miller, 2021). During remote learning, everyone was adjusting to new working norms for jobs, dealing with illness and death, and caring for other children who may or may not have been in school (Alon, et. al., 2020; Özkazanç-Pan, & Pullen, 2020). In dialogue with these challenges, the Journal of Online Learning Research is publishing four articles in this issue. The first two address teacher readiness for remote learning and adjustments made by physical education teachers. The second two focus on parent work during remote learning and the utility of the specific behavior of logging in.
Rice, M., Archambault, L. & Borup, J. (2021). Teachers and Parents as Primary Sources of Support for Children During Remote and Online Instruction. Journal of Online Learning Research, 7(2), 109-112. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2021 Association for the Advancement of Computing in Education (AACE)