Remote Learning and Its Effects on the Well-Being of Primary School Learners in Germany

Autor/inn/en	Schroedler, Tobias; Lengyel, Drorit; Budde, Jürgen; Claus, Carolina; Weuster, Nora; Doden, Katharina
Titel	Remote Learning and Its Effects on the Well-Being of Primary School Learners in Germany
Quelle	In: Education 3-13, 51 (2023) 6, S.931-947 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schroedler, Tobias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2022.2029525
Schlagwörter	Distance Education; Well Being; Elementary School Students; Foreign Countries; Electronic Learning; COVID-19; Pandemics; Technology Uses in Education; Student Motivation; Parent Attitudes; Teaching Methods; Feedback (Response); Germany + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Well-being; Wellness; Wohlbefinden; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulische Motivation; Elternverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Deutschland
Abstract	This paper presents a study on remote learning of primary school children during the first school closures that were imposed in Germany in response to the COVID-19 pandemic in spring 2020. Data were collected at a primary school covering learners from age 6-12 and include a comprehensive survey amongst parents (n=69) as well as interviews with learners (n=17). Employing a mixed-methods approach, we first analyse the parent-survey's quantitative dataset. The analyses demonstrate that using modern technology for teaching and for communication between teachers and learners positively impact learners' motivation and well-being. Multivariate statistics show that teacher-learner contact frequency as well as teaching-learning transparency are predictive towards learner well-being. The subsequent analysis of interview data helps to gain a more nuanced picture on learners' experiences and well-being. Analyses show that learners experience multifaceted worries and concerns, and that one of the most substantial challenges of remote learning lies in a perceived change of teacher expectations. Based on the analyses of both datasets, it is argued that the contact frequency and quality, the proficient use of up-to-date technology, as well as transparency of teachers' expectations positively influence learners' well-being, and that thus, contact quality and transparency can counteract children's worries and concerns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01