Home Schooling through Online Teaching in the Era of COVID-19: Exploring the Role of Home-Related Factors That Deepen Educational Inequalities across European Societies

Autor/inn/en	Dimopoulos, Kostas; Koutsampelas, Christos; Tsatsaroni, Anna
Titel	Home Schooling through Online Teaching in the Era of COVID-19: Exploring the Role of Home-Related Factors That Deepen Educational Inequalities across European Societies
Quelle	In: European Educational Research Journal, 20 (2021) 4, S.479-497 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dimopoulos, Kostas) ORCID (Koutsampelas, Christos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/14749041211023331
Schlagwörter	COVID-19; Pandemics; School Closing; Online Courses; Distance Education; Equal Education; Parents; Knowledge Level; Technological Literacy; Family Environment; Environmental Influences; Cultural Differences; Foreign Countries; Parent Background; Educational Attainment; Parenting Styles; Parent Attitudes; Technology Uses in Education; Educational Technology; Socioeconomic Influences; Poverty; Barriers; Housing; European Union + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Eltern; Wissensbasis; Technisches Wissen; Familienmilieu; Environmental influence; Umwelteinfluss; Kultureller Unterschied; Ausland; Elternhaus; Bildungsabschluss; Bildungsgut; Elternverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Sozioökonomischer Faktor; Armut; Unterkunft
Abstract	The COVID-19 pandemic has forced governments worldwide to produce solutions to the abruptly interrupted work in education. School systems appear to have responded rapidly, creating home schooling and online educational environments, where teachers and students would interact with safety. In this paper, we attempt a synthesis of Sen's capability approach, Bourdieu's theory of capital and Bernstein's framework in order to theorize the relationships between home and school conditions and practices, and to analyse the data of the 2nd Survey of Schools: ICT in Education (a survey conducted in 2019 on behalf of the European Commission collecting data regarding digitalization in education and digital technologies in learning in the European Union). The survey is complemented by a second set of indicators provided by Eurostat to further investigate the availability and functionality of household space per family in selected European countries. We find significant differences in important social and environmental conversion factors, likely limiting children's capability to benefit from digital schooling. The most important differences are found in regard to parents' familiarity with information and communications technology use, while inequalities in environmental factors, such as overcrowded housing, are also existent. Overall, there are large inequalities within and between countries in Europe, which need to be addressed by policymakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01