PDF(Pubmed)
Abstract：
UNASSIGNED: Web-based learning has transformed education. Its ability to overcome physical barriers and deliver knowledge at the click of a button has made web-based learning popular and ensured that it will continue to be used in the future. The involvement of parents in web-based learning is fundamental to the success of the educational process, but limited attention has been paid to the impact of web-based learning on parents.
UNASSIGNED: This study examined parental experiences with school-aged children receiving web-based learning in Jeddah, Saudi Arabia.
UNASSIGNED: We sent cross-sectional, anonymous web-based questionnaires to school-aged children\'s parents. A total of 184 parents completed the survey.
UNASSIGNED: Parents\' negative experiences of web-based learning (mean 4.13, SD 0.62) exceeded their positive experiences (mean 3.52, SD 0.65). The most negative experience reported by parents was their child\'s boredom due to prolonged sitting in front of a device (mean 4.56, SD 0.69). The most positive experience was their child\'s technological skill enhancement (mean 3.98, SD 88). Their child\'s lack of social interaction and friendship building promoted stress among parents (r=-0.190; P=.01). At the same time, their child\'s technological skill enhancement reduced stress among parents (r=0.261; P=.001). The most reported (63/184, 34.2%) obstacle to web-based learning was having multiple learners in the same household.
UNASSIGNED: Web-based learning is a fundamental learning method and will continue to be used in the future because of its ability to overcome many barriers to education. Parental involvement in the continuity and success of the web-based learning process is crucial. However, the findings of this study illustrated that parents\' experiences of web-based learning were more negative than positive. Parents who reported negative experiences reported an increase in stress and faced more obstacles due to web-based learning. Thus, more attention and intervention are needed to promote positive web-based learning experiences among parents.
UNASSIGNED: This study examined parental experiences with school-aged children receiving web-based learning in Jeddah, Saudi Arabia.
UNASSIGNED: We sent cross-sectional, anonymous web-based questionnaires to school-aged children\'s parents. A total of 184 parents completed the survey.
UNASSIGNED: Parents\' negative experiences of web-based learning (mean 4.13, SD 0.62) exceeded their positive experiences (mean 3.52, SD 0.65). The most negative experience reported by parents was their child\'s boredom due to prolonged sitting in front of a device (mean 4.56, SD 0.69). The most positive experience was their child\'s technological skill enhancement (mean 3.98, SD 88). Their child\'s lack of social interaction and friendship building promoted stress among parents (r=-0.190; P=.01). At the same time, their child\'s technological skill enhancement reduced stress among parents (r=0.261; P=.001). The most reported (63/184, 34.2%) obstacle to web-based learning was having multiple learners in the same household.
UNASSIGNED: Web-based learning is a fundamental learning method and will continue to be used in the future because of its ability to overcome many barriers to education. Parental involvement in the continuity and success of the web-based learning process is crucial. However, the findings of this study illustrated that parents\' experiences of web-based learning were more negative than positive. Parents who reported negative experiences reported an increase in stress and faced more obstacles due to web-based learning. Thus, more attention and intervention are needed to promote positive web-based learning experiences among parents.
摘要：
■基于网络的学习改变了教育。它能够克服物理障碍，只需点击一个按钮就能提供知识，这使得基于网络的学习很受欢迎，并确保了它将在未来继续使用。家长参与网络学习是教育过程成功的基础,但是，基于网络的学习对父母的影响受到了有限的关注。
■这项研究调查了父母在吉达接受网络学习的学龄儿童的经历，沙特阿拉伯。
■我们发送了横截面，对学龄儿童父母的匿名网络问卷调查。共有184名家长完成了调查。
■父母对网络学习的负面体验（平均值4.13，SD0.62）超过了他们的正面体验（平均值3.52，SD0.65）。父母报告的最负面的经历是他们的孩子由于长时间坐在设备前而感到无聊（平均4.56，SD0.69）。最积极的经历是他们孩子的技术技能提高（平均3.98，SD88）。他们的孩子缺乏社交互动和友谊的建立促进了父母之间的压力（r=-0.190；P=0.01）。同时,他们孩子的技术技能提高降低了父母的压力(r=0.261；P=.001)。报告最多的（63/184，34.2％）基于网络的学习障碍是在同一个家庭中有多个学习者。
■基于Web的学习是一种基本的学习方法，由于它能够克服许多教育障碍，因此将来将继续使用。父母参与网络学习过程的连续性和成功至关重要。然而,这项研究的结果表明，父母对网络学习的体验是消极的，而不是积极的。报告负面经历的父母报告说，由于基于网络的学习，压力增加并面临更多障碍。因此，需要更多的关注和干预，以促进父母积极的网络学习体验。
■这项研究调查了父母在吉达接受网络学习的学龄儿童的经历，沙特阿拉伯。
■我们发送了横截面，对学龄儿童父母的匿名网络问卷调查。共有184名家长完成了调查。
■父母对网络学习的负面体验（平均值4.13，SD0.62）超过了他们的正面体验（平均值3.52，SD0.65）。父母报告的最负面的经历是他们的孩子由于长时间坐在设备前而感到无聊（平均4.56，SD0.69）。最积极的经历是他们孩子的技术技能提高（平均3.98，SD88）。他们的孩子缺乏社交互动和友谊的建立促进了父母之间的压力（r=-0.190；P=0.01）。同时,他们孩子的技术技能提高降低了父母的压力(r=0.261；P=.001)。报告最多的（63/184，34.2％）基于网络的学习障碍是在同一个家庭中有多个学习者。
■基于Web的学习是一种基本的学习方法，由于它能够克服许多教育障碍，因此将来将继续使用。父母参与网络学习过程的连续性和成功至关重要。然而,这项研究的结果表明，父母对网络学习的体验是消极的，而不是积极的。报告负面经历的父母报告说，由于基于网络的学习，压力增加并面临更多障碍。因此，需要更多的关注和干预，以促进父母积极的网络学习体验。
