Affiliation:
1. Queens University of Charlotte, USA
Abstract
This chapter examines the parent/guardian perceptions of the rollout and implementation of online instruction during the move to online instruction during the COVID-19 pandemic. The authors begin this chapter with an examination of how the transition to online learning occurred for K-12 public schools in North Carolina starting in March 2020. They explore the current landscape and environment for this type of learning within this state and describe what supports and tools were in place prior to the move to remote learning. They discuss the best practices for online learning in K-12 schools and explore the research that exists on parental opinions and beliefs of education and online instruction. While this literature is not particularly robust, it provides a foundation for the work of which they engaged. Next, they discuss the findings from a survey that was sent to parents in North Carolina and describe the implications for this information. Finally, they offer suggestions for future considerations of ways to act on the parental perspectives.
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