Parents' perceptions of e-learning in school education: Implications for the partnership between schools and parents

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9 Citations (Scopus)

Abstract

This study aimed to investigate parents' understanding of, support for and concerns about e-learning and proposed a school–parent partnership distributing responsibilities to parents and schools based on the results of the study. A total of 61 parents from 21 schools in an e-learning pilot scheme in Hong Kong responded to a questionnaire survey and focus group interviews. Results indicated that there was a high correlation between parental understanding and support for e-learning although parents demonstrated only a basic level of understanding. Four types of parental support and six major areas of parental concern were identified. These results shed light on the school–parent partnership whereby parents should implement a proactive e-learning policy at home to monitor, support and inspire e-learning. Schools should formulate a holistic policy to address parents' concerns responsively and proactively to gain support. Schools can enhance parents' pedagogical understanding of e-learning and address parental concerns through school–parent communication and peer support among parents. Copyright © 2017 Association for Information Technology in Teacher Education.
Original languageEnglish
Pages (from-to)15-31
JournalTechnology, Pedagogy and Education
Volume27
Issue number1
Early online dateMay 2017
DOIs
Publication statusPublished - 2018

Citation

Kong, S.-C. (2018). Parents' perceptions of e-learning in school education: Implications for the partnership between schools and parents. Technology, Pedagogy and Education, 27(1), 15-31. doi: 10.1080/1475939X.2017.1317659

Keywords

  • E-learning
  • School education
  • Parental support
  • Partnership
  • Perception

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