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dc.contributor.authorVUORIKARI RIINAen_GB
dc.contributor.authorVELICU ANCAen_GB
dc.contributor.authorCHAUDRON STEPHANEen_GB
dc.contributor.authorCACHIA ROMINAen_GB
dc.contributor.authorDI GIOIA ROSANNAen_GB
dc.date.accessioned2020-12-10T01:04:14Z-
dc.date.available2020-10-29en_GB
dc.date.available2020-12-10T01:04:14Z-
dc.date.created2020-10-27en_GB
dc.date.issued2020en_GB
dc.date.submitted2020-10-21en_GB
dc.identifier.isbn978-92-76-24519-3 (online)en_GB
dc.identifier.issn1831-9424 (online)en_GB
dc.identifier.otherEUR 30425 ENen_GB
dc.identifier.otherOP KJ-NA-30425-EN-N (online)en_GB
dc.identifier.urihttps://publications.jrc.ec.europa.eu/repository/handle/JRC122303-
dc.description.abstractHow did families handle remote schooling during the time of Covid-19 lockdown during spring 2020? Perceptions on remote schooling activities were gathered from parents and their children at the end of primary education and in secondary education (10-18 years old) from 9 EU countries (Austria, France, Germany, Ireland, Italy, Portugal, Romania, Slovenia and Spain) in addition to Switzerland and Norway. The findings show that almost all children who participated in the survey were able to conduct some school-related activities using digital technologies, and many reported that their schools had provided them with both digital communication and learning platforms. The findings also point out to large variations in terms of how children were able to interact with their teachers in learning activities and how often children were in contact with their teachers through online means. In addition to learning activities provided by the school, parents also engaged in complementary learning activities with their children, for example by using free of charge online learning material and exercises, such as video recordings and online quizzes. Both children and parents were worried about the pandemic’s negative impact on education, generally parents more so than children. Families voiced the need for better guidelines on how to support children with distance education activities and how to support the child psychologically during the confinement. Parents also expressed their need for more counselling and psychological support. These early results from the survey can guide future activities of schools and education systems in their move to digital education that can deliver more even, and better, pedagogical and social outcomes. They can also guide planning of practices that suite local context and needs. More in-depth analysis of this data will be made available throughout 2020-2021.en_GB
dc.description.sponsorshipJRC.B.4-Human Capital and Employmenten_GB
dc.format.mediumOnlineen_GB
dc.languageENGen_GB
dc.publisherPublications Office of the European Unionen_GB
dc.relation.ispartofseriesJRC122303en_GB
dc.titleHow families handled emergency remote schooling during the Covid-19 lockdown in spring 2020: Summary of key findings from families with children in 11 European countriesen_GB
dc.typeEUR - Scientific and Technical Research Reportsen_GB
dc.identifier.doi10.2760/31977 (online)en_GB
JRC Directorate:Growth and Innovation

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