Technology-enabled remote learning during Covid-19: perspectives of Australian teachers, students and parents

Lee Ann Ewing*, Holly B. Cooper

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

111 Citations (Scopus)

Abstract

The majority of Australian students learned remotely in term two (April–June 2020), in response to state government directives to close schools during the ‘first wave’ of Covid-19. This created myriad challenges for students, teachers and parents. Accordingly, this study seeks to capture these multiple perspectives of the remote learning experience. Forty interviews were conducted at the end of term two, with students, teachers and parents. The findings represent an integrated framework for engagement in the context of remote education. Engaging students was a top priority for teachers–albeit students felt less engaged with teachers. Student–peer engagement varied considerably. Lack of social interaction was a challenge for many students. Parents remained pragmatic, but largely unengaged with teachers. For the most part, students found online learning to be less personalised. While the pandemic has expedited emergency technology adoption in schools, this is not equivalent to the purposeful integration of technology over time.

Original languageEnglish
Pages (from-to)41-57
Number of pages17
JournalTechnology, Pedagogy and Education
Volume30
Issue number1
DOIs
Publication statusPublished - 1 Jan 2021

Keywords

  • remote learning
  • challenges
  • technology
  • engagement
  • individualisation

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