University of Oulu

Alanko, A. and Juutinen, J. (2021). Every cloud has a silver lining – Finnish guardians’ experiences of the positive outcomes of emergency remote schooling during the COVID-19 pandemic. Education in the North, 28(3) pp. 140-160, https://doi.org/10.26203/9dvz-5f97

Every cloud has a silver lining : Finnish guardians’ experiences of the positive outcomes of emergency remote schooling during the COVID-19 pandemic

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Author: Alanko, Anu1; Juutinen, Jaana1
Organizations: 1University of Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.4 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2021122262968
Language: English
Published: University of Aberdeen, 2021
Publish Date: 2021-12-22
Description:

Abstract

In spring 2020, the majority of schools worldwide were closed due to the COVID-19 pandemic. The transition from face-to-face schooling to remote learning at home was sudden and dramatic. Indeed, the term emergency remote schooling (ERS) might describe the situation more accurately. This study asks the question: What kind of positive outcomes did guardians report during emergency remote schooling? A survey was conducted among guardians of children in comprehensive schools, general upper secondary schools and vocational schools (n=60) and their answers were analysed through qualitative content analysis. This study is situated in the notions of ‘space’ and ‘time’ as previously developed by Lefebvre (1991) and Massey (2005; 2008). While space and time are essentially intertwined, they are also shaping and being shaped by our social lives. As a positive outcome, guardians reported growing awareness of modern day education. Guardians appreciated being able to get closer to present-day schooling and gain more knowledge of teaching and learning in general. Secondly, during emergency remote schooling, guardians recognised children’s manifold roles and relations within schooling, as learners taking responsibility in their own studies and developing their study skills but also in relation to peers and to social aspects of schooling. Lastly, during ERS, guardians reported more flexibility in time management and increased communality in family life.

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Series: Education in the north
ISSN: 0424-5512
ISSN-E: 2398-0184
ISSN-L: 0424-5512
Volume: 28
Issue: 3
Pages: 140 - 160
DOI: 10.26203/9dvz-5f97
OADOI: https://oadoi.org/10.26203/9dvz-5f97
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Copyright information: © 2021 Alanko et al. This is an open-access article distributed under the terms of the Creative Commons Attribution-Non-commercial License (https://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited.
  https://creativecommons.org/licenses/by-nc/4.0/