Research Article
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Year 2022, Volume 23, Issue 1, 178 - 194, 01.01.2022
https://doi.org/10.17718/tojde.1050384

Abstract

References

  • Aldlaime, N. (2010). Distance learning: its concept, development and philosophy. Retrieved Novermber, 2020 from https://www.edutrapedia.com
  • Abuhammad, S. (2020). Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective. Heliyon Journal,6 (2020) e05482. American Academy of Pediatricians (November, 2020). The media, children and adolescents.Retrieved February 2014 from www.acpeds.org.
  • Apriyanti, C. (2020). The Parents Role in Guiding Distance Learning and the Obstacle During COVID-19 Outbreak. Journal Ilmiah Pendidikan Dasar, Vol 7, No 2.
  • Bokayev, B., Torebekova, Z., Zhuldyz, D. & Zhakypova, F. (2021). Distance learning in Kazakhstan: estimating parents’ satisfaction of educational quality during the coronavirus. Technology, Pedagogy and Education, https://doi.org/10.1080/1475939X.2020.1865192.
  • Champeaux, H., Piccoli, L., Mangiavacchi, L., & Marchetta, F. (2020). Learning at Home: Distance Learning Solutions and Child Development during the COVID-19 Lockdown. IZA research network. IZA DP No. 13819.
  • Chen, R. T.-H. (2010). Knowledge and knowers in online learning: Investigating the effects of online flexible learning on student sojourners. (Doctoral Dissertation). University of Wollongong, NSW, Australia, Retrieved from https://ro.uow.edu.au/cgi/viewcontent.cgi?article=4099&contex=theses.

THE PSYCHOLOGICAL AND SOCIAL EFFECTS OF DISTANCE EDUCATION FROM THE VIEWPOINTS OF STUDENTS’ GUARDIANS

Year 2022, Volume 23, Issue 1, 178 - 194, 01.01.2022
https://doi.org/10.17718/tojde.1050384

Abstract

This study aimed to identify the psychological and social effects of distance education from the viewpoints of students’ guardians in Jordan. The study sample comprised 1206 guardians, of whom 71% have completed their undergraduate studies or a higher level. Furthermore, 62% of participants aged more than 35 years. Results also indicated that 34% of participants have children studying in primary education, 21.9% have children studying in primary and secondary education, and 13.4% have children studying in all levels of education. The researchers developed the ‘psychological and social effects of distance education’ scale. After being measured, the scale was electronically sent to the study sample. Findings showed that the psychological and social effects of distance education on guardians were significant. Moreover, students’ level of social activity was moderate, they have become less active, and their use of social media sites has increased. In addition, results indicated that the psychological and social impact significantly differs in terms of parents’ level of education. Results also showed that the psychological and social effects of distance education on students’ guardians do not differ in terms of the number of schoolchildren. Instead, all guardians, with any number of schoolchildren, were negatively affected.

References

  • Aldlaime, N. (2010). Distance learning: its concept, development and philosophy. Retrieved Novermber, 2020 from https://www.edutrapedia.com
  • Abuhammad, S. (2020). Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective. Heliyon Journal,6 (2020) e05482. American Academy of Pediatricians (November, 2020). The media, children and adolescents.Retrieved February 2014 from www.acpeds.org.
  • Apriyanti, C. (2020). The Parents Role in Guiding Distance Learning and the Obstacle During COVID-19 Outbreak. Journal Ilmiah Pendidikan Dasar, Vol 7, No 2.
  • Bokayev, B., Torebekova, Z., Zhuldyz, D. & Zhakypova, F. (2021). Distance learning in Kazakhstan: estimating parents’ satisfaction of educational quality during the coronavirus. Technology, Pedagogy and Education, https://doi.org/10.1080/1475939X.2020.1865192.
  • Champeaux, H., Piccoli, L., Mangiavacchi, L., & Marchetta, F. (2020). Learning at Home: Distance Learning Solutions and Child Development during the COVID-19 Lockdown. IZA research network. IZA DP No. 13819.
  • Chen, R. T.-H. (2010). Knowledge and knowers in online learning: Investigating the effects of online flexible learning on student sojourners. (Doctoral Dissertation). University of Wollongong, NSW, Australia, Retrieved from https://ro.uow.edu.au/cgi/viewcontent.cgi?article=4099&contex=theses.

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Salwa A. Al MAJALI This is me (Primary Author)
Al Ain University
0000-0002-2348-0911
United Arab Emirates


Yousef ABUHMAIDAN This is me
The University of Jordan
0000-0002-1171-6878
Jordan

Publication Date January 1, 2022
Application Date December 28, 2020
Acceptance Date
Published in Issue Year 2022, Volume 23, Issue 1

Cite

APA Majalı, S. A. A. & Abuhmaıdan, Y. (2022). THE PSYCHOLOGICAL AND SOCIAL EFFECTS OF DISTANCE EDUCATION FROM THE VIEWPOINTS OF STUDENTS’ GUARDIANS . Turkish Online Journal of Distance Education , 23 (1) , 178-194 . DOI: 10.17718/tojde.1050384