Educational Processes and Learning at Home During COVID-19: Parents’ Experiences with Distance Education

Keywords: COVID-19, educational process, parents, child, distance education, qualitative coding


Due to the lockdown measures and severe restrictions taken to reduce COVID-19 transmission, which has globally been inflicted on people since March 2020, a new type of education in the form of online homeschooling has brought the role of parents to the forefront. Using online semi-structured interviews, this study aimed to investigate parents’ views on the implementation of distance education during COVID-19 in Istanbul, Turkey. The data obtained from parents with different socioeconomic backgrounds and whose children were at public and private schools were coded using initial, process, and emotion qualitative coding techniques. The data were categorized into three main themes: beginning of distance education, process of distance education, and outcomes of distance education. The beginning theme was further analyzed under three subcategories: problems related to the child, problems related to parents, and problems related to public schools. The problems encountered during the process of distance education were investigated under three subheadings: problems related to the child’s academic and social life, problems related to parents, and problems related to parent–child relationships. Data under the main theme, outcomes of distance education, were defined as positive or negative outcomes in terms of the child and parents. Results revealed that at the beginning of the process, during the process, and during the outcomes of distance education, parents experienced problems with digital technology, the new education model, teachers, themselves, and their children, as well as economic, social, and psychological problems. Parents also had various constructive suggestions about distance education during COVID-19.

Author Biographies

Mehmet Raci Demir, Ministry of National Education, Istanbul

Dr. Mehmet Raci Demir is a classroom teacher at the Ministry of National Education in Istanbul, Turkey. He is also a lecturer at Yıldız Technical University, Faculty of Education. He researches in the areas of learning centers, learning stations, and teaching through plays to overcome the disadvantages of low SES schools of the city. His areas of interest include primary school mathematics curriculum, teacher education, and philosophy of education.

Hülya Yildizli, Department of Curriculum and Instruction, Istanbul University-Cerrahpaşa Hasan Ali Yücel Education Faculty

Dr. Hülya Yıldızlı graduated from the Elementary School Mathematics Teaching Department of Selçuk University in 2008. She pursued her MA in curriculum and instruction from Selçuk University in 2008–2011 and received her PhD in curriculum and instruction from Necmettin Erbakan University in 2012–2015. Meanwhile, she worked as a math teacher in elementary schools under the Ministry of National Education. Currently, she is an associate professor at İstanbul University-Cerrahpaşa. Her research interests include self-regulated learning, goal orientation for learning and teaching, and critical thinking skills.


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How to Cite
Demir, M. R., & Yildizli, H. (2022). Educational Processes and Learning at Home During COVID-19: Parents’ Experiences with Distance Education. The International Review of Research in Open and Distributed Learning, 23(3), 1-20.
Research Articles