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Where did the high schoolers found support for learning during the pandemic?

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Where_did_the_high_schoolers_found_support_for_learning_during_the_pandemic_2022.pdf (660.8Kb)
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Jošić, Smiljana
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Abstract
This study focused on the support of the learning process during the first wave of the COVID-19 pandemic. We specifically aimed to identify the principal support providers and describe the characteristics of their aid. We analyzed the responses of 160 high school students (Mage = 16.78; SDage = 1.067; 77.5% female) who filled in our questionnaire at three different time points during the first wave of the COVID -19 virus pandemic, between March and early July 2020. At each time point, students answered who helped them with learning (teachers, school counselors, parents, and/or their peers) and what that support consisted of. The obtained data were analyzed both qualitatively (inductive content analysis) and quantitatively. Our findings show that during the three months of long-distance learning, students received learning support from teachers (about 85%), school counselors (7%), parents (40%), and their peers (about 90%). Regarding the content of the support, qualitative an...alysis of the data indicated that teachers provided learning materials, homework, working materials and audio lectures. Despite the fact that students reported to a lesser extent that they received support from school counselors, the content they received from them was diverse including topics such as learning strategies, organization of free time, how to behave in an emergency situation, mental health care advice, and service information on distance learning and Covid-19 virus. Parents provided support through helping with the learning schedule organization, reduction of household work, trying to motivate students, and increasing their interest in studying. Finally, during the first weeks, students received the most support from their peers regarding the use of digital technologies and the technical aspects of online classes. The results of this study indicate that even in emergency situations that demand reorganization of teaching and learning processes, students recognize the activities of teachers and their peers as significant support in the learning process. These findings will be discussed within the framework of sociocultural theory and role of the asymmetric and symmetric interaction in the learning process

Keywords:
covid-19 / longitudinal study / high school students / long distance learning
Source:
Empirical Studies in Psychology, 2022, 28, 80-80
Publisher:
  • Beograd : Filozofski fakultet
Note:
  • Knjiga rezimea: XXVIII naučni skup Empirijska istraživanja u psihologiji 31.mart–3. april 2022., Filozofski fakultet, Univerzitet u Beogradu

ISBN: 978-86-6427-199-8

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_ipir_874
URI
http://ipir.ipisr.org.rs/handle/123456789/874
Collections
  • Radovi istraživača / Researchers’ publications
Institution/Community
IPI
TY  - CONF
AU  - Jošić, Smiljana
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/874
AB  - This study focused on the support of the learning process during the first wave of the
COVID-19 pandemic. We specifically aimed to identify the principal support providers and
describe the characteristics of their aid. We analyzed the responses of 160 high school
students (Mage = 16.78; SDage = 1.067; 77.5% female) who filled in our questionnaire at
three different time points during the first wave of the COVID -19 virus pandemic, between
March and early July 2020. At each time point, students answered who helped them with
learning (teachers, school counselors, parents, and/or their peers) and what that support
consisted of. The obtained data were analyzed both qualitatively (inductive content analysis)
and quantitatively. Our findings show that during the three months of long-distance learning,
students received learning support from teachers (about 85%), school counselors (7%),
parents (40%), and their peers (about 90%). Regarding the content of the support, qualitative
analysis of the data indicated that teachers provided learning materials, homework, working
materials and audio lectures. Despite the fact that students reported to a lesser extent that they
received support from school counselors, the content they received from them was diverse
including topics such as learning strategies, organization of free time, how to behave in an
emergency situation, mental health care advice, and service information on distance learning
and Covid-19 virus. Parents provided support through helping with the learning schedule
organization, reduction of household work, trying to motivate students, and increasing their
interest in studying. Finally, during the first weeks, students received the most support from
their peers regarding the use of digital technologies and the technical aspects of online
classes. The results of this study indicate that even in emergency situations that demand
reorganization of teaching and learning processes, students recognize the activities of
teachers and their peers as significant support in the learning process. These findings will be
discussed within the framework of sociocultural theory and role of the asymmetric and
symmetric interaction in the learning process
PB  - Beograd : Filozofski fakultet
C3  - Empirical Studies in Psychology
T1  - Where did the high schoolers found support for learning during the pandemic?
EP  - 80
SP  - 80
VL  - 28
UR  - https://hdl.handle.net/21.15107/rcub_ipir_874
ER  - 
@conference{
author = "Jošić, Smiljana",
year = "2022",
abstract = "This study focused on the support of the learning process during the first wave of the
COVID-19 pandemic. We specifically aimed to identify the principal support providers and
describe the characteristics of their aid. We analyzed the responses of 160 high school
students (Mage = 16.78; SDage = 1.067; 77.5% female) who filled in our questionnaire at
three different time points during the first wave of the COVID -19 virus pandemic, between
March and early July 2020. At each time point, students answered who helped them with
learning (teachers, school counselors, parents, and/or their peers) and what that support
consisted of. The obtained data were analyzed both qualitatively (inductive content analysis)
and quantitatively. Our findings show that during the three months of long-distance learning,
students received learning support from teachers (about 85%), school counselors (7%),
parents (40%), and their peers (about 90%). Regarding the content of the support, qualitative
analysis of the data indicated that teachers provided learning materials, homework, working
materials and audio lectures. Despite the fact that students reported to a lesser extent that they
received support from school counselors, the content they received from them was diverse
including topics such as learning strategies, organization of free time, how to behave in an
emergency situation, mental health care advice, and service information on distance learning
and Covid-19 virus. Parents provided support through helping with the learning schedule
organization, reduction of household work, trying to motivate students, and increasing their
interest in studying. Finally, during the first weeks, students received the most support from
their peers regarding the use of digital technologies and the technical aspects of online
classes. The results of this study indicate that even in emergency situations that demand
reorganization of teaching and learning processes, students recognize the activities of
teachers and their peers as significant support in the learning process. These findings will be
discussed within the framework of sociocultural theory and role of the asymmetric and
symmetric interaction in the learning process",
publisher = "Beograd : Filozofski fakultet",
journal = "Empirical Studies in Psychology",
title = "Where did the high schoolers found support for learning during the pandemic?",
pages = "80-80",
volume = "28",
url = "https://hdl.handle.net/21.15107/rcub_ipir_874"
}
Jošić, S.. (2022). Where did the high schoolers found support for learning during the pandemic?. in Empirical Studies in Psychology
Beograd : Filozofski fakultet., 28, 80-80.
https://hdl.handle.net/21.15107/rcub_ipir_874
Jošić S. Where did the high schoolers found support for learning during the pandemic?. in Empirical Studies in Psychology. 2022;28:80-80.
https://hdl.handle.net/21.15107/rcub_ipir_874 .
Jošić, Smiljana, "Where did the high schoolers found support for learning during the pandemic?" in Empirical Studies in Psychology, 28 (2022):80-80,
https://hdl.handle.net/21.15107/rcub_ipir_874 .

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