This paper presents a study on remote learning of primary school children during the first school closures that were imposed in Germany in response to the COVID-19 pandemic in spring 2020. Data were collected at a primary school covering learners from age 6-12 and include a comprehensive survey amongst parents (n=69) as well as interviews with learners (n=17). Employing a mixed-methods approach, we first analyse the parent-survey’s quantitative dataset. The analyses demonstrate that using modern technology for teaching and for communication between teachers and learners positively impact learners’ motivation and well-being. Multivariate statistics show that teacher-learner contact frequency as well as teaching-learning transparency are predictive towards learner well-being. The subsequent analysis of interview data helps to gain a more nuanced picture on learners’ experiences and well-being. Analyses show that learners experience multifaceted worries and concerns, and that one of the most substantial challenges of remote learning lies in a perceived change of teacher expectations. Based on the analyses of both datasets, it is argued that the contact frequency and quality, the proficient use of up-to-date technology, as well as transparency of teachers’ expectations positively influence learners’ well-being, and that thus, contact quality and transparency can counteract children’s worries and concerns.
This paper presents a study on remote learning of primary school children during the first school closures that were imposed in Germany in response to the COVID-19 pandemic in spring 2020. Data were collected at a primary school covering learners from age 6-12 and include a comprehensive survey amongst parents (n=69) as well as interviews with learners (n=17). Employing a mixed-methods approach, we first analyse the parent-survey’s quantitative dataset. The analyses demonstrate that using modern technology for teaching and for communication between teachers and learners positively impact learners’ motivation and well-being. Multivariate statistics show that teacher-learner contact frequency as well as teaching-learning transparency are predictive towards learner well-being. The subsequent analysis of interview data helps to gain a more nuanced picture on learners’ experiences and well-being. Analyses show that learners experience multifaceted worries and concerns, and that one of the most substantial challenges of remote learning lies in a perceived change of teacher expectations. Based on the analyses of both datasets, it is argued that the contact frequency and quality, the proficient use of up-to-date technology, as well as transparency of teachers’ expectations positively influence learners’ well-being, and that thus, contact quality and transparency can counteract children’s worries and concerns.