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Improving the Model of Family-School Interaction with the Help of Digital Education

Authors
  • Alamolhoda, Jamileh1
  • 1 Shahid Beheshti University,
Type
Published Article
Journal
Contemporary School Psychology
Publisher
Springer New York
Publication Date
May 20, 2021
Pages
1–11
Identifiers
DOI: 10.1007/s40688-021-00381-6
PMID: 34035988
PMCID: PMC8136101
Source
PubMed Central
Keywords
Disciplines
  • Article
License
Unknown

Abstract

The study of the consequences of school education has proved the need for reinforcement family interventions in school education and also the need to improve the model of family-school interaction (FSI). The family and the school are two complementary educational institutions. But the emergence of digital technologies and especially the critical situation caused by the outbreak of coronavirus (COVID-19) has paved the way for their further interaction. However, both the family and the school have faced serious changes in their educational tasks and functions, and have raised questions about the possibility of upgrading the FSI and possible changes in curriculum. The present study is qualitative and the data collection tool is in-depth interview. Participators in the study are 24 teachers and parents of 6–11-year-old male and female learners who are involved in virtual education. Findings showed that virtual education in social, educational, cost-related, skill-related, emotional, and communication settings has a great impact and has created opportunities and challenges. This study also showed that in promoting family-school interaction, educational opportunities were the most significant and cost-related challenges were more than others. In addition, in order to promote family-school interaction, policies and strategies need to be identified that help in the equitable distribution of learning activities between parents and teachers and improve the model of family-school interaction according to the limited capacities of digital technologies.

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