Psych Educ, 2022, Document ID: PEMJ0, doi: 10.5281/zenodo.

6523232
Research Article

Children’s Home Learning During COVID-19 Pandemic: The Lived Experiences

of Selected Filipino Parents on Remote Learning
Christian Bryan O. De Dios*
For affiliations and correspondence, see the last page.

Abstract
The COVID-19 outbreak in the Philippines has forced schools to shift to remote learning to protect
the students from the risk of coronavirus, especially the schoolchildren. With the shift to remote
learning, parents become as learning coach to their children’s learning needs. Despite the
government efforts in improving the remote learning experiences of children and innovations in
educational technology, the experiences of parents and children on remote learning have not been
well described. The study employed consensual qualitative research (CQR) to explore and describe
the children's remote learning experiences in the eyes of the parents. On the basis of purposive
sampling, ten (N = 10) participants from Malabon City were invited for a semi-structured, face-to-
face interview. Within-case and cross-analyses were employed to analyze the data. Seventeen
corresponding core ideas emerged were grouped into three major domains; a) positive learning
experiences, (b) challenging experiences, and (c) learning strategies. The study concluded learning
strategies as protective factors in managing the challenges of remote learning. The study suggests
implications and recommendations for policymakers, educators, and mental health professionals. The
findings serve as basis for the enhancement of current educational policies, considering the
challenges faced by parents and children on remote learning.
Keywords: Lived Experiences, COVID-19 Pandemic, Remote Learning, Children’s Home
Learning, Filipino Parents

Introduction Education (DepEd) opens the remote learning classes

Coronavirus (COVID-19) is regarded as a life-
threatening infectious disease that has affected spheres
of human life. The pandemic changed the lives of 1.6
billion learners across 188 countries (UNESCO, 2020)
and has impacted many educational systems around
the world. As of March 2021, schools remain
physically closed, affecting millions of children
(UNIEF, 2021) due to the risk of spreading the
COVID-19 disease to students. The condition brought
about by COVID-19 has caused concerns among
stakeholder of education, including teachers, parents,
and students on distance education, opportunities for
quality of learning, and learning assessments (Duraku
& Hoxha, 2020). With the unpredicted rise and fall of
COVID-19 cases, it is difficult to forecast the end of
this pandemic, and the education system must work
towards continuity of the education-learning plan
despite the challenges brought about by the COVID-19
pandemic (Yoo et al., 2021).
Schools in the Philippines has forced to switch to
remote education and offered variety of learning
platforms (i.e., online, modular, or blended learning)
with the help of technology as major alternative
pedagogical strategies available for learners (Khanal,
2021), from primary to graduate schools, both in
public and private schools. The Department of
on October 5, 2020 despite the on-going cases of
COVID-19 (Labrado et al., 2020). Blended learning
consists of different platforms involving radio,
television, cell phones, computer, internet-based
education, video streaming, and other e-learning
pr ogr am s, which are cascaded to ensur e
communication channels among students, teachers,
and parents (Bhamani et al., 2020). Moreover, the
department issued a learning continuity plan,
promoting the availability of remote learning
approaches to the communities (Cahapay, 2021).
However, the plan tends to undermine the parents’
significant role in the implementation of remote
learning platforms as parents have not been prepared
emotionally and psychologically for the sudden shift to
remote learning platform.
A survey indicated that approximately 60% of
respondents prefer face-to-face or traditional learning
(Department of Education, 2020). The survey reflects
the parent’s preference for traditional learning as
effective method in honing their children’s learning.
Schools serve as a learning place for many children, a
place where they can interact with other schoolchildren
(UNICEF, 2021), which are critical elements in
childhood development. Being a successful learner is
attributed to how children were honed. Likewise, the
children's learning and welfare is also a reflection of
how parents or caregivers provide

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Research Article
their emotional, moral, and social support system at
home (Bartolome et al., 2017). Hence, parents must
extend their responsibility in honing the developing
minds of children especially in the time of pandemic
where remote learning is the only avenue for the
children to learn.
Withstanding the effort to pursue students' learning
through remote learning, it is undeniable that the
suspension of traditional school learning could have a
negative effect on children's learning and wellbeing
(UNICEF, 2021). Despite innovations made by the
Philippine government to deliver the best possible
learning experience to schoolchildren, gaps and
challenges are becoming concerns among parents.
Concerns related on the delivery of learning modules,
technological glitches, and leaving parents responsible
for children's remote learning in a state of confusion
(Garbe et al., 2020).
Amidst the pandemic where remote education takes
over traditional education, the parents are seen as
essential stakeholders in learning. They are the only
ones who are most likely available to accompany and
teach their children remotely. The advent of remote
learning has led parents to take the responsibility of
helping their children with digital learning skills and
other school-related tasks. Parents primarily take the
responsibility at home for supporting in flourishing
their children's life emotionally, psychologically, and
socially (Daniela et al., 2021). Likewise, it is
challenging for parents to take the responsibility of a
learning coach for their kids, especially those working
parents.
While the adaptation of online learning has been
demonstrated among higher education to be more
sustainable and effective (Khanal, 2021), the potential
challenges and the unforeseen effect of shifting to
remote learning platforms among parents and children
is unclear. Although some studies have demonstrated
parents' remote learning experiences during the
pandemic in China and United States (Dong et al.,
2020), the scarcity of research on children’s remote
learning, especially in the context of Filipino parent’s
attitude, beliefs and experiences remains ever lacking
(Bhamani et al., 2020; Hamaidi et al., 2021; Nayir &
Sari, 2021; Heba & Sultan, 2020, and Palma, 2020).
In the light of the foregoing, the study aims to explore
and describe the experiences of parents on children's
remote learning during COVID-19 pandemic. The
study aims to contribute to the field of educational
psychology, and a basis for policymakers and school
administrators to create an enhanced inclusive
Christian Bryan O. De Dios
education policy on remote education while
considering the parents and children on remote
learning. The study hopes to address the learning
inequities of less-educated parents and those who lack
access to educational resources and equip them with
skills or coping strategies to help them deal with these
experiences mentally and emotionally.
Research Questions
The study’s primary purpose is to describe the lived
experiences of parents on children’s remote learning.
Specifically, the study sought to answer the following
questions:
1. What are the benefits of remote learning among
children during the COVID-19 pandemic?
2. What challenges do parents have while engaging in
their children’s remote learning?
3. How do parents cope with the challenges while
engaging in their children’s remote learning?
Literature Review
Remote Learning during COVID-19 Pandemic
Numerous of studies have demonstrated the benefits of
remote education and the role of the home
environment in student learning (Brossard et al.,
2020). Pokhrel and Chhetri (20210) stated that online
learning has allowed students to learn resourcefully,
unlike in the regular classroom setting. To keep
abreast with the unprecedented global challenges of
COVID-19 pandemic, the educational system must
adapt and improve the learning platforms (Makhdum
& Khanam, 2021). With the mandated shift to remote
education, many schools offer various learning
modalities aimed to support the teachers and children's
learning in a more socially interactive way. The
educational institutions adopts various approaches of
remote learning (e.g., blended, online, modular) with
an idea that blended learning knows no specific
boundaries and time to learn, likewise, the distance
and place are not an issue (Simamora, 2020). Other
alternative learning resources such as textbooks,
television, radio educational channels, and USB-
containing files became accessible to students
(Tadesse & Muluye, 2020). While efforts are made to
ensure the success of the transition from traditional to
remote learning, the abrupt transition creates many
concerns that have not been able to resolve, including
technological issues, unprepared parents teaching
unfamiliar learning contents (Zheng et al., 2021),
leaving parents to be the primary responsible for
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children's learning, and the perception of
homeschooling as challenging (Thorell et al., 2021).
The shift to remote learning creates digital divide.
Socioeconomic status would likely influence the
energy and time availability of parents (Palma, 2020).
Although being in a low socio-economic status is not
directly related to students' studies, it is associated
with remote learning students (Aristeidou & Cross,
2021). The learning gap tended to be obvious between
high-income and low-income families in the context of
remote education. For those children who belong to
lower-income families, remote learning is likely
difficult (Lancker & Parolin, 2020). Most
schoolchildren belonging to low-income group have
limited technological resources as a necessity for
remote learning, especially from rural areas. Data from
Brossard et al. (2020) showed that more than 50% of
children among countries classified as low to middle
income have concerns in reading and understanding
even simplified words at the end of grade school age.
For instance, students who have been experiencing
difficulty in face-to-face classes are more likely to
receive lower grades in remote education (Al-Mawee
et al., 2021). Hence, a study must undertake to explore
the difficulties experienced by students on modular
learning.
Another concern of remote learning is a socially-
restricted environment that affects the children’s social
development. Some studies have raised possible
concerns of social isolation, lack of social interaction
between teachers and students (Al-Mawee et al.,
2021), and less feedback from parents and students
(Dong et al., 2020). In a traditional school setting,
school time promotes social skills and awareness for
children as they socialize with other children.
However, with the advent of remote learning, children
become socially restricted and confined in their homes
with limited interaction with teachers and peers. This
would likely lead students to become anxious and
change in their personality development. To keep the
student motivated, parents must employ motivational
learning approaches (Kawazaki et al., 2021). Remote
learning requires efforts such as reading, accessing
online learning sources, memorizing, and self-
understanding (Simamora, 2020). Motivation can also
be a pressing concern to some students on remote
learning. A study concluded that only 3.4% of students
reported difficulty staying motivated in the light of
remore learning (Armstrong-Mensah et al., 2020). In
this regard, homeschooling requires continuous
monitoring and guidance from parents or caregivers in
supporting their children’s remote education to fill in
social gap problems during this difficult situation by
Christian Bryan O. De Dios
helping the children enhance their social and
communication skills.
Being in a home learning environment with limited
social interaction could impose social and
psychological consequences to students. In addition,
many of the students taking online education are
vulnerable to online exploitation as they spend
additional time on virtual platforms (Pokhrel &
Chhetri, 2021) which are attributed to a lack of
parental guidance and monitoring. These factors could
affect the children's quality of learning. Many parents
have negative perceptions and beliefs about the
benefits and values of remote education (Dong et al.,
2020) and some parents are not mentally prepared and
trained to embrace the online learning platforms for
their children's education.
Parental Involvement in Remote Learning
Parental involvement is a reflection of continued
parental support that influences the children
throughout their learning development from the
beginning of their school throughout high school years
(Bartolome et al., 2017). Likewise, it is undeniable
that parental engagement plays a vital role in the
academic achievement of students (Lara & Saracostti,
2019). With the COVID-19 pandemic restrictions and
mandatory shift to online education, parents become
the ones to guide and support students to efficiently
learn various remote learning skills, help children
navigate and their learning process in a balanced
despite the daily home and work responsibilities
(Daniela et al., 2021). In the study of Ribeiro et al.
(2021), parental involvement time increases
particularly among mothers, while educated parents
tended to have less involvement time with children.
Parental involvement may also increase when a child
is less autonomous; the child is a boy, and when more
time for online schooling is needed. A similar study
also found out that the development in children's
learning is attributed to parents' support and
motivation (Balayar & Langlais, 2021). Parent
involvement is essential to the learning process of
youngsters as their home learning coaches. Indeed,
online schooling with parental support helps improve
the bond between parents and their children and
stimulates their learning. The bonding strengthens and
allows more quality time when parents and children
collaborate. For Garbe et al. (2020), collaborating with
children allows the parents to be a source of emotional
comfort and social support that helps normalize
children's worry towards remote learning. For
instance, Brossard et al. (2020) showed the importance
of parental engagement in reading books to children
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and assisting them in their homework to improve their parents perceive this as an added responsibility
learning. (Pokhrel & Chhetri, 2021) and problematic. In the
study of Heba & Sultan (2020), 62% of the
Moreover, parental involvement is beneficial in a participants surveyed were satisfied with online
child's academic journey. It yields positive learning material delivery. However, 75% of surveyed
outcomes on student attendance, learning satisfaction, participants may need technical knowledge to be able
increased academic progress, motivation, confidence, to cope with the technical challenges of remote
and responsibility among children (Bartolome et al., learning. Noted concerns were heavy workloads
2017). However, some studies have demonstrated that assigned by teachers to students and the parent's role
parents' struggling experiences might impact their as a home educator that does not seem to facilitate
involvement in children’s remote learning outcomes. learning for their children. To manage the challenge,
Struggle attributed to lack or limited internet other parents have device a schedule and supervision
connectivity (Ozudogru, 2021), lack of interest in by allotting break time for children and helping them
using gadgets intended for remote learning (Garbe et remain focused. The shift to remote learning allows
al., 2020), and lack of confidence in assisting their parents to be more aware and understanding of
children on their homework and other academic needs children’s home learning experiences, promoting open
are other factors indicated. Moreover, the lack of communication to discuss their insights and reflections
education among parents can hamper their on the subject matter (Bubb & Jones, 2020). Parental
involvement and support of children (Brossard et al., involvement allows the parent to connect with the
2020). The finding suggests that less-educated parents child physically and emotionally Cahapay (2021).
are less likely to involve themselves in helping their
children with homework and other school-related tasks Subsequently, parents reported challenges concerning
that would require critical skills (Brossard et al., their psychological well-being as they continue to
2020). With the advent of educational technology and support the learning needs of children. Parents had to
the need to deliver a quality of learning, whether come up with ways on how they would be able to give
online or offline at home, parents must adapt quickly time for their remote learning and had to work with
to address the learning gap and adjust to the “new their responsibilities to continue their home life which
normal” of teaching and learning. Likewise, parents adds to their overall stress. Due to prevailing problems
should learn additional interventions to provide in the country, such as poverty, parents tend to work
emotional support to children in uncertain times hard to sustain the family needs (Bartolome et al.,
(Garbe et al., 2020). 2017). Parents have also expressed the schoolwork
assigned by teachers as tricky, and children experience
Parental Experiences on Remote Learning difficulty completing the task (Daniela et al., 2021).
Hence, many parents accomplished the tasks expected
Filipino parents typically view education as crucial to to be completed by students because of difficulty and
children's success. In this regard, parents are open to loads of other activities that the children needed to
extending their hands to support their children's finish within the day (Manila Times, 2020).
learning. Despite seeing education as necessary to
children's learning progress, retention is still one of the Concerns on lack of coordination from the school
concerns of schools (Bartolome et al., 2017). The administrators and teachers can also impose stress
COVID-19 pandemic and community lockdowns among parents responsible for children's blended
played a role in school retention attributed to multiple remote learning needs (Garbe et al., 2020). To resolve
social problems involving stressors to many families, these challenges, department of Education in 2020 has
financial difficulties, sickness in the family, lower-paid released memorandum no. 340, series of 2020, on the
work time dissatisfaction in their family, work balance implementation of modular learning to strengthen the
(Weaver & Swank, 2020), and poverty (Bartolome et communication and coordination between school
al., 2017). administrators, teachers, and parents towards remote
learning by a) orientation among parents on the proper
In addition, the stay-at-home mandate causes changes utilization of the modules, b) Simulation of learning
in the family and school children's learning routines. modules, c) home visitation is done by teachers, and c)
Parents took more time teaching children in blended interaction with teachers through follow-up through
learning programs, their children with their homework texting, messaging, email, or FB chat (Labrado et al.,
and other school-related activities. Some parents are 2020)
more comfortable and feel connected to working with
their child's school-related activities, while other Lastly, there were concerns about the dangerous or

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explicit content online and the children's vulnerability
to health development risk due to too much exposure
and unwanted use of gadgets. Thus, regulated parental
supervision is vital in this matter (Dong et al., 2020),
imposing strict implementation of house rules on
digital access and parental supervision during
children's remote learning, and educating children on
the risk of accessing explicit contents.
Methodology
Consensual qualitative research (CQR) was employed
in this study to analyze the lived experiences of parents
on children’s remote learning. The defining
characteristics of CQR include small samples, the use
of a semi-structured interviews, the inclusion of a
coding team involving the research author and
independent judges who independently analyse the
data, consensus among the coding team member, the
use of external auditor, and systematic way of
examining the data within and across cases (Hill et al.,
2005; Hill & Knox, 2021)
Participants
Participants were screened through purposive sampling
that consisted of 10 mother-parents, ages between ages
26 and 41 (Mean = 34) from Malabon City.
Participants were chosen on the basis of the following
criteria; a) mothers, b) age 25 years and above c)
engaged into formal or informal employment type, c)
elementary graduate or undergraduate, d) having at
least one child currently enrolled in grade school in
either online or modular type, e) spend at least five
hours a week of formally or informally teaching the
child. f) understands basic English and Tagalog, g) No
COVID-related comorbidities, and h) voluntarily
agreed to participate in the study.
Table 1
Summary of Participant's Demographics
.
Christian Bryan O. De Dios
Instruments of the Study
The study employed a researcher-made informed
consent patterned on World Health Organization –
Ethics Review Committee constructed in Tagalog and
written on at least 6th-grade reading level. The consent
ensures that participants have voluntarily agreed to
participate in the study. Personal data sheet was used
to help the researcher screen the participants according
to demographic profile. The personal data sheet
contained the following basic demographic
information: a) participant’s pseudonym, c) age, c)
sex, d) location, e) educational attainment, f)
occupation, g) child’s current grade level, and h) type
of remote learning (i.e., online or modular). The
researcher also employed interview guide protocol
which contains semi-structured questionnaire both in
English and Tagalog native language that has
undergone content validation from three subject matter
experts in the area of counselling and psychology.
Lastly, a coding team (Hill et al., 2005) which includes
the author and two independent judges were created as
research team to help and provide their consensus
during the data analysis. The two independent judges
were licensed practicing psychologists. In addition, an
external auditor was invited to review the work of the
coding team and to provide feedback to the coding
team.
Procedures
The study received full approval from the university
ethics committee prior to data collection. Moreover,
the author was able to secure an approval from the
local government unit of Malabon City to recruit and
conduct interview to participants. Participants were
chosen based on sampling criteria. Ten participants
have voluntarily agreed to participate in the study. The
participants were debriefed about the purpose of the
study and confidentiality prior to signing the informed
consent and personal data sheet. Prior to interview,
participants were informed that the interview will be
recorded. During the interview, participants were
asked to answer the questions based on the interview
guide protocol. The author has the sole responsibility
to facilitate and record the interview process. A brief
emotional check was done to ensure the participants'
emotional was sound after the interview. Participants
have also received a token of appreciation for
participating in the study.
Data analysis involves a) generating core ideas, b)
developing domains, c) segmenting data into domain
categories, d) conducting cross analysis, and e)
consulting with an external auditor (Hill et al., 2005;
Hill & Knox, 2021). Each member of the coding team
reviewed the data individually and open-coded them
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and generate the list of emerging core ideas. After the
initial review, the coding team met to provide their
agreements/disagreements, worked on a consensus,
and generated a list of corresponding core ideas that
are grouped into domains. Once the domains and its
corresponding core ideas have been established, the
coding team worked on generating frequencies.
A frequency table was generated to depict domains,
core ideas and its frequencies, which are characterized
as general (occurrences on 9-10 transcripts), typical
(occurrences on 5-8 transcripts), or variant
(occurrences on 2-4 transcripts) as outlined by Hill et
al. (2005). An audit was done by external auditor who
has experience with CQR. The external auditor
provided clarification and feedback to the coding team
that resulted in revision of the domain labels, core,
ideas, and frequencies.
Ethical Considerations
Ethical practices were observed throughout the study.
Firstly, participants were provided with an informed
consent form and asked to read it before signing.
Secondly, participants were aware of the general
purpose of the study and the rights to withdraw during
the interview without any consequence. Participants'
were guaranteed complete confidentiality. Their
primary identification is protected, and collected data
are secured and kept in a password-protected file.
Further, transcripts and other related files are
destroyed or deleted six months after the interview.
Result
This section presents the findings according to the
study’s research questions on parent’s lived
experiences on children’s remote learning during the
COVID-19 pandemic.
Christian Bryan O. De Dios
Table 2
Summary of Domains, Core Ideas, and Frequencies
Discussion
The purpose of the study is to provide a deep
understanding of the realms of parents engaged in
remote / home learning in the light of the pandemic.
Participants were asked about their personal
experiences on children's experiences toward remote
learning experiences. Participants agreed that although
remote learning is perceived as challenging, the
strategies they employ showed beneficial in managing
their children’s home learning during the pandemic. It
is worth mentioning that the study is one of the few
studies in the Philippines. A consensual qualitative
research was carried out to understand the lived
experiences of parents supporting their children’s
remote learning at home during the COVID-19
pandemic. Three domains, seventeen core ideas and
sixty seven frequencies emerged from the participant’s
data.
The first domain is positive learning experiences.
The finding corroborates with the studies of Barrot et
al. (2021); Misirli & Ergulec (2021); Lemay et al.
(2021); and Weaver et al. (2020). It was showed that
positive learning experiences are linked to independent
learning, creativity, increased awareness and capacity
on available technologies, and enhancement of parent
and student participation during remote learning
(Thandevaraj et al., 2021).Several factors contributes
to positive learning experiences. Learning progress
(Typical, 6) is associated with positive learning
experiences where parents pointed out improvement in
children’s ICT navigation, capacity to perform tasks
independently and communicate with peers virtually.
Engagement and positive attitude is indeed essential
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on improvement of children’s learning and time is divided into multiple roles and they handle
experiences. Another factor is socio-emotional exceptional number of roles and demands in different
development (Variant, 3) strengthens the bonds facets of their lives (Koskela et al., 2020). Parents
between the parents and children. Getting involved in shared that their children are losing their initiative to
children’s remote learning promotes emotional study, and appear to be inefficient in completing the
support, opportunity for exchange of communication, assigned school tasks. Because of the abrupt changes
awareness of children’s needs and increased quality in in the learning approaches, parents and children have
family relationships (Yoo et al., 2021; Drvodelic & to make abrupt adjustments to cope with these
Domovic, 2021). A change in children’s routine emerging challenges (Perante et al., 2021) and must be
(Variant 2) is also seen as beneficial for children to oriented on the basic skills of supporting children in a
minimize the risk of COVID-19 (Marpaung, 2021). balanced way
However, a change in children’s routine is a reflection
of implementing far schedule to study, less time spent Other challenges include limited technological
on computer and gadgets, and more time to socialize resources and unstable internet connection can be
with members of the family. If not regulated, it can obstacles in children’s learning progress. In this era of
lead to sedentary lifestyle and beahvior (Roe et al., remote education, educational technology is becoming
2021). Parents need to provide psychological support, beneficial for teachers, parents, and students in
and the home-school routine should be balanced way distance or remote learning (Elumalai et al., 2020).
(Cachon-Zagalaz et al., 2020). Internet connection coverage and availability of
computers and learning gadgets, such as smartphones
The second domain is challenging experiences which and tablets, are crucial to remote education. Issues such
corroborate with other studies (Cahapay, 2021; as incompatible gadgets/devices costs of buying
Bhamani et al., 2020, Carrion-Martinez et al., 2021, internet data, internet connectivity problems, and
Lemay et al., 2021, & Putra et al., 2021). Since the sharing of gadgets/devices among family members
implementation of remote learning, learners have were becoming norms in households. Problems with
faced with challenges. Majority of the challenges are internet connection and available devices increase
found at home which affect the academic quality and parents' struggle in teaching the children (Garbe et al.,
mental health of student s (Barrot, 2021). 2020; Hamaidi et al., 2021; Timmons et al., 2021; &
Unsatisfactory learning experience among children is a Almonacid-Fierro et al., 2021), thus, the scarcity of
striking concern where children are not able to internet connectivity leads to an unsatisfactory learning
complete the tasks and has not understand the modular experience (Putra et al., 2021) and lack of motivation
lesson or learning content (Nayir & Sari, 2021). It (Kamble et al., 2021). Many parents have been using
could indicate that the virtual format did not facilitate Facebook Messenger to communicate with teachers,
learning as compared to traditional learning, and a keep their children engaged in the learning activities
reflection of a decrease learning motivation among (Bhamani et al., 2020) and get updates from the school
children (Zaccoletti et al., 2020). Another challenging and teachers. However, parents and children cannot
experience is limited parental knowledge on the fully use this option due to the intermittent internet
subject matter as parents have described how difficult connection (Mishra et al., 2020, Makhdum & Khanam,
it is to teach the children given that they do not have 2021), and limited technical knowledge on how to use
the proper training to offer quality learning to their these technologies efficiently (Abuhammad, 2020).
children (Timmons et al., 2021). The parent’s inability
to provide quality learning are due to low educational Lastly, Limited financial resources limit the children’s
backgrounds, limited content knowledge and low self- learning experience through remote learning. Parents
confident in teaching the learning. With limited have expressed difficulty navigating through different
knowledge to teach the subject matter, it can be learning resources without an internet, while some
stressful on the part of the parents to provide quality parents pointed out concerns on additional expenses of
instructions. Thus, causes a struggle in teaching the buying internet data (Ludji & Marpaung, 2021, Irawan
learner. In addition, unprepared or untrained parents et al., 2020). Limited or lack of financial resources to
who became learning coaches for their children were sustain the remote learning needs puts children fall
faced with struggling experiences (Carrion-Martinez, behind remotely. Concerns about financial capability
2021). can be a barrier to children's learning. In reality,
parents primarily who belong to low socio-economic
Moreover, parents who are working have experienced status rely on internet data, rather than having a high-
challenges in navigating multiple roles. Parents speed internet subscription. Access to devices and
perceived their condition as challenging because their

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connecting to the internet are often a challenge among
lower-income families OECD (2020). The discrepancy
in high-speed internet access among socio-economic
classes widens Digital Divide (Garbe et al., 2020;
Mishra et al., 2020; McBurnie et al., 2020; and
Karakose, 2021).
The third domain is learning strategies that
corroborate the study of Bhamani et al. (2020) and
Cahapay (2021). In the advent of remote learning, it is
imperative to employ various strategies at home to
ensure that children remain engaged in their learning.
The following have emerged as learning strategies that
corroborate with previous researches: parental
involvement (Bartolome et al., 2017, Lase et al., 2021),
creative ways to engage the learner (Bhamani et al.,
2020), collaboration (Laal & Ghodsi, 2012),
meaningful parental experience on remote learning
(Weaver et al., 2020), patience, and perseverance.
Parents have agreed that social restrictions brought
about by the pandemic, and stress attributed to the
sudden shift to remote learning, are difficult to
manage. On the other hand, going through the
hardships of distance learning allows parents to be
open to trying new things that can engage children in
learning.
Majority of parents have expressed that parental
involvement is essential to guide and sustain the
children's learning needs. Parental involvement
involves active parent participation in children's
learning and is perceived as essential to children's
academic progress (Lawrence & Fakuade, 2021; Lui et
al., 2020; Tus, 2021). Parental involvement not only
allows parents to connect physically and mentally with
their children but also helps meet the challenges of
remote learning. Hence, parent’s involvement in
children's education produces a significant impact on
their academic progress (Tus, 2021). Parent
involvement is a key learning strategy that needs to be
regularly put into practice. To strengthen this strategy,
parents must possess a positive attitude towards remote
learning, intrinsic motivation, and self- regulation
(OECD, 2020).
Another learning strategy is being creative to engage
the learner. For Bhamani et al. (2020), getting creative
with children in different ways helps both parties make
the day meaningful and experiential. Giving children
treats, talking to children therapeutically, and allowing
children to have time to play after remote learning
sessions helps children learn in a less stressful way.
Creativity allows the parents to connect with their
children physically and psychologically and reduces
child boredom caused by routine distance learning
Christian Bryan O. De Dios
activities at home. Teaching in the time of pandemic
requires the practice of patience, perseverance, and
partnerships.
As parents get involved in children’s learning, their
patience and perseverance positively affects the over-
all remote learning experience of children. The
importance of non-cognitive abilities (i.e., patience and
persistence), as elements of parental involvement have
not been evaluated yet. Nonetheless, participants in
this study have expressed that having enough patience
and perseverance helps them stay connected with their
children during remote learning.
Parents have also described remote learning promotes
meaningful learning experiences for both them.
Parents have expressed that they also learn while
teaching their children and become familiar with the
learning contents. Indeed, the improvement in the
content knowledge can motivate the parents and self-
confidence in navigating the learning materials. For
Weaver and Swank (2021), making daily experiences
meaningful, such as being together with children
during remote learning is important during the
pandemic on the mental health of both parties.
Lastly, collaboration is a learning strategy strengthens
the emotional connection between parents and
children. Collaboration is not just limited to two-way
communication. It allows understanding and
awareness of children's needs and concerns. Essential
components such as sharing and listening to the needs
of children contribute to facilitating collaboration
(Alvarez Jr., 2021). Hence, it is imperative for parents
to continuously provide feedback, guidance and
encouragement to their children. In this era of
technological innovation where learning is digital,
collaboration is important as it allows the parents and
children to interact, cooperate, share thoughts and
insights, and understand their responsibilities to
achieve the learning goals. In addition, it promotes
critical and problem-solving skills, reduces children’s
anxiety, and enhance positive atmosphere for
modelling and practicing cooperation among children.
Conclusion
Remote learning platform promotes non-cognitive
abilities and positive learning experience among
parents and children. Remote learning improves
children’s learning, allows meaningful experience
between parents and children, and opens learning
opportunities for parents to learn the subject matter,
promotes socio-emotional development for both
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Research Article
parties and allows parents to reflect on the value of
education. Remote learning also promotes a change in
children's routines. Their stay-at-home preferences
create health and safety precautions for both children
and families. The study concludes that remote learning
is beneficial for both parents and children in the sense
that this platform allows the parents to emotionally
connect to children and increase their content
knowledge through parental involvement and teaches
the children to be disciplined independent learners, and
resourceful.
On the other hand, remote learning is perceived as
challenging for parents and children whose minds are
still developing. Remote learning encourages
independent learning and self-pacing for students, this
may not be the case among grade school children who
primarily rely on a more knowledgeable others.
Switching to remote learning can be challenging for
children to engage and participate in the remote
learning process (Dhawan, 2020). Indeed, parents or
guardians play a critical part in honing their children's
cognitive and non-cognitive abilities. Although
parents' participation is crucial to children’s learning
progress, the teachers' direct intervention and
supervision remains imperative in children’s overall
learning development.
It is no doubt that remote learning shown to promote
non-cognitive ability (e.g., developing a sense of
responsibility and adaptation to remote learning).
However, it remains a question whether the remote
learning approach produces a significant effect on
children`s academic progress as children's works are
likely done by parents. Because children's minds are
still developing, exposure to traditional classroom
learning approach is likely beneficial to children.
Moreover, traditional classroom learning provides an
opportunity for children to expand their learning
horizon by communicating and learning from the
teachers directly, socializing with other children, and
allowing creative play, remote learning, which remote
learning is lacking.
The transition to remote learning becomes possible
through technological innovations available. On the
contrary, these technological platforms become
impediments to schoolchildren's learning such as
limited use of available technology, unstable internet
connectivity, and limited financial resources can also
affect children's capacity to adjust, therefore resulting
in unsatisfactory learner experience. The findings from
the study is valuable in the enhancement of current
educational policies and programs on remote learning
approaches considering the challenges faced by
Christian Bryan O. De Dios
parents and children, and a basis for developing mental
health programs based on psycho-social support, to
enhance the parents and children's emotional stability
and psychological hardiness.
The study concludes that learning strategies serve as
protective factors to mitigate the emerging challenges
of remote learning and create a meaningful experience
for both parties. Parental involvement with patience,
perseverance, and collaboration are essential in
supporting the children's remote learning. In these
challenging times, social interaction is very important
as it is with social interaction that children learn.
Social interaction also helps in maintaining the
emotional well-being of parents and children
(McBurnie et al., 2020).
The findings corroborate with Burop’s (2016) study on
scaffolding, highlighting the importance of fostering
social interactions and relationships, monitoring and
organizing schedules for children, motivating student
engagements, and instructing students when necessary,
as elements of parental scaffolding. Scaffolding
promotes social interactions and shared experiences,
which lead to an internalization process, and the
internalization process leads to deep understanding.
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Affiliations and Corresponding Information
Corresponding: Christian Bryan O. De Dios
Email: dedios@sjcqc.edu.ph
Christian Bryan O. De Dios, PhD
St. Joseph's College of Quezon City
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