Exploring Parental Experiences With School-Aged Children Receiving Web-Based Learning: Cross-Sectional Study

Background

Web-based learning has transformed education. Its ability to overcome physical barriers and deliver knowledge at the click of a button has made web-based learning popular and ensured that it will continue to be used in the future. The involvement of parents in web-based learning is fundamental to the success of the educational process, but limited attention has been paid to the impact of web-based learning on parents.

Objective

This study examined parental experiences with school-aged children receiving web-based learning in Jeddah, Saudi Arabia.

Methods

We sent cross-sectional, anonymous web-based questionnaires to school-aged children's parents. A total of 184 parents completed the survey.

Results

Parents' negative experiences of web-based learning (mean 4.13, SD 0.62) exceeded their positive experiences (mean 3.52, SD 0.65). The most negative experience reported by parents was their child's boredom due to prolonged sitting in front of a device (mean 4.56, SD 0.69). The most positive experience was their child's technological skill enhancement (mean 3.98, SD 88). Their child's lack of social interaction and friendship building promoted stress among parents (r=-0.190; P=.01). At the same time, their child's technological skill enhancement reduced stress among parents (r=0.261; P=.001). The most reported (63/184, 34.2%) obstacle to web-based learning was having multiple learners in the same household.

Conclusions

Web-based learning is a fundamental learning method and will continue to be used in the future because of its ability to overcome many barriers to education. Parental involvement in the continuity and success of the web-based learning process is crucial. However, the findings of this study illustrated that parents' experiences of web-based learning were more negative than positive. Parents who reported negative experiences reported an increase in stress and faced more obstacles due to web-based learning. Thus, more attention and intervention are needed to promote positive web-based learning experiences among parents.

Psychometric properties of the arabic version of the positive/negative experiences of parents for school-aged students about online learning during COVID-19 pandemic assessment scale

BACKGROUND

The current literature examining the impact of online learning on parents and their children, specifically in the time of COVID-19 are still lacking in Saudi Arabia. Therefore, the aim of the study to evaluate the psychometric properties of the Arabic version of the positive/negative experiences of online learning during COVID-19 Pandemic Assessment Scale.

METHODS

A cross-sectional study approved by a university institutional review board was conducted among 184 participants in 2021. The scale was translated from English into Arabic and culturally adapted as needed. The psychometric properties of the instruments, including face and content validity, and internal consistency were evaluated. Exploratory factor analysis (EFA) was conducted to cross-validate the factor structure. The Spearman's Rho Correlation was used to assess convergent validity.

RESULTS

Cronbach's alpha were 0.890 and 0.892, respectively, indicating acceptable internal consistency. Item-total correlation coefficients ranged from 0.52 to 0.73 and 0.43 to 0.76, respectively. The EFA indicated a single-factor with a total% variance 52.89 for the positive experience items of the scale and 56.83 for the negative experience items of the scale.

CONCLUSION

The Arabic version of the the positive/negative experiences of online learning during COVID-19 Pandemic Assessment Scale is reliable and valid measure for assessing parents experiences among Arabic-speaking population.