Exploring Parental Experiences with School-Aged children Receiving Online Learning: Cross sectional design (Preprint)

Abstract

This study examined parental experiences with school aged children towards online education after the COVID-19 pandemic in Jeddah, Saudi Arabia. Parents negative experience towards online learning exceeds the positive. Most reported negative experiences among parents were child boredom. Whereas the most reported positive experience was child enhancement of technological skills. A Relationship was found between negative experiences, and stress reduction after the passing of one year of online learning. Lack of social interaction and building friendship promoted stress among parents. On the other hand, positive experiences of enhancement child's technological skills contributed to stress reduction among parents. Obstacles reported by parents were reported more among parents with greater expression of negative experiences. The findings of the study illustrate that parents’ experiences towards online learning were more negative than positive. Parents who reported negative experiences reported an increase in stress and had more obstacles with online learning.