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Exploring Parental Experiences With School-Aged Children Receiving Web-Based Learning: Cross-Sectional Study.
Samaa Al Anazi1,2, Eman Bajamal1,2, Neama Hantira1,2,3
1College of Nursing, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia.
Parents reported more negative than positive experiences with web-based learning, with child boredom and lack of social interaction causing stress. Enhancing positive aspects like technological skills is crucial for better parental involvement in online education.
Area of Science:
- Education technology
- Parental involvement in education
- Online learning
Background:
- Web-based learning has transformed education by overcoming physical barriers.
- Parental involvement is crucial for educational success, yet its impact on parents in web-based learning is understudied.
Purpose of the Study:
- To examine parental experiences with school-aged children undergoing web-based learning.
- Focus on parents in Jeddah, Saudi Arabia.
Main Methods:
- Cross-sectional, anonymous web-based questionnaires were distributed to parents.
- 184 parents completed the survey regarding their experiences.
Main Results:
- Parents reported more negative (mean 4.13) than positive (mean 3.52) experiences.
- Child boredom and lack of social interaction increased parental stress.
- Technological skill enhancement positively impacted parental stress levels.
Conclusions:
- Web-based learning is a permanent educational tool, requiring parental support.
- Findings indicate a need for interventions to improve parental experiences with web-based learning.
- Addressing negative experiences like increased stress and obstacles is essential for successful online education.
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