Experiences and Attitudes of Elementary School Students and Their Parents Toward Online Learning in China During the COVID-19 Pandemic: Questionnaire Study.

摘要: Background Due to widespread SARS-CoV-2 infection, an emergency homeschooling plan was rigorously implemented throughout China. Objective This study aimed investigate the experiences and attitudes of elementary school students their parents (two generations from same family) toward online learning in China during pandemic. Methods A 16-item questionnaire distributed at 10-day 40-day marks after start first course 867 parent-child pairs 141 pairs, respectively. The comprised questions pertaining homework completeness, effectiveness, reliability, abundance as well students' enthusiasm for taking part classes satisfaction with courses. Results Our findings indicate that 90.7% (786/867) exhibited high or moderate participating classes. However, most performed poorly after-school homework. With regard satisfaction, parents' average scores were 7.35 7.25, respectively (10-point scoring system). During second stage this study, positive evaluations declined, including those effectiveness reliability Furthermore, proportion who completed courses on time decreased; difference proved statistically significant (P=.047). overall also declined (parents: 7.21; students: 7.23); however, between two stages not P=.53; P=.60). Several (315/867, 36.2%) indicated assisting supervising resulted increased stress. Further, 36% expressed dissatisfaction provided suggestions learning; hoped return face-to-face 823/867, 94.9%; 811/867, 93.5%). Finally, our results presented following six main issues concerned about: (1) disappointment regarding timely interaction courses; (2) apprehensiveness about understanding course; (3) burden annoying adult responsibilities; (4) concern children's eyesight; (5) idea teachers' explanations detailed enough; (6) concerns decline interest attention Conclusions Online can prevent spread infectious diseases while still allowing attain knowledge. completion satisfactory. often experienced stress had many complaints. Measures such increasing interactivity prohibiting teachers assigning tasks could improve these mental health students.