Online Learning and Parent Satisfaction during COVID-19: Child Competence in Independent Learning as a Moderator

ABSTRACT

Research Findings: This study explored the moderating effect of child competence in independent learning in relations between the amount of learning assignment, length of online learning, and parent satisfaction with children’s online learning during COVID-19 imposed class suspension. The data came from an online survey conducted in Hong Kong in February 2020. The respondents were parents (N = 3381, 92.4% mothers) of primary school grades 1–6 students (Primary 1: 801, 24.1%; Primary 2: 739, 22.3%; Primary 3: 578, 17.4%; Primary 4: 547, 16.5%; Primary 5: 406, 12.2%; Primary 6: 250, 7.5%, 60 missing) who engaged in online learning during class suspension. The findings showed that both the length of online learning and the amount of assignments were related to parents’ satisfaction, but these relations were qualified by the children’s competence. Positive relations were found only among children who were rated as more competent in engaging in online learning independently. Practice or Policy: Together, the findings suggest that in designing online learning, consideration of children’s ability to complete such learning independently will help increase parents’ satisfaction.

Introduction

Since the emergence of COVID-19, schools have continued to be closed in many countries to contain the virus; this has affected more than one billion students worldwide (United Nations Educational Scientific and Cultural Organization [UNESCO], 2020). In response, many schools have been offering online learning, which is accessed through the use of web-based technological tools (Conrad, 2006; Lowenthal et al., 2009; Nichols, 2003). The aim is for children to learn at home during school closure and to ensure that children’s formal learning is not sacrificed. Because of the greater emphasis on academic achievement after starting primary school (at the age of 5 years and 8 months in Hong Kong), parents of children who engage in online learning are more likely to be satisfied than those whose children are not provided with online learning opportunities to sustain their learning (Lau & Lee, 2020). However, the educational responsibilities of parents are crucial during class suspension because young children would likely rely on caregivers’ assistance in accessing and completing online learning. Based on the current development of the pandemic, schools need to be prepared for possible recurring and prolonged class suspension over the next two years (Kissler et al., 2020). As such, exploring parents’ satisfaction with online learning, which may further affect their educational involvement behavior is timely and necessary to inform ways to enhance online teaching practices. This study investigates the association of online learning during class suspension and parent satisfaction, focusing on the moderating of children’s online learning competence.

Prior studies have shown that parents satisfied with the learning and involvement opportunities provided by schools have lower parenting stress and higher parental involvement (Lau & Ng, 2019; Tao et al., 2019). In contrast, when parents perceive that the school is not supportive and is not responsive to children’s need in their teaching and collaboration with parents, parents experience a loss in the need or desire for cooperation that manifests in dissatisfaction (Griffith, 2020; Jónsdóttir et al., 2017). Parents’ dissatisfaction may in turn increase their likelihood in negatively appraising events and maladjustment. This, in turn, leads to ineffective parental involvement and child problem outcomes (Abidin & Brunner, 1995; Crnic & Low, 2002; Gerstein et al., 2009). Exploring the influencing factors of parent satisfaction during online learning will shed lights on how parents can be better supported to increase their satisfaction for promoting children’s learning at home during class suspension.

Recent studies conducted during COVID-19 class suspensions showed that parents would report a higher level of stress if they experienced more difficulties in supporting their child’s learning than before the pandemic (Spinelli et al., 2020). One recent study has examined caregivers’ preference for the mode of learning when schools resume for the 2020/21 academic year in United States (Limbers, 2021). The researcher found that compared to caregivers of high- and middle-school students, caregivers of elementary school students were found to prefer face-to-face over on-campus or virtual hybrid instruction. The finding provides further evidence that having younger children at home may be stress inducing and that online learning may be regarded as challenging for younger children’s families. Since parents are generally not prepared or trained to support their children’s online learning (Dong et al., 2020), they may experience an increased level of stress and dissatisfied feelings toward their children’s online learning and preferred traditional face-to-face instruction. Therefore, it is possible that during COVID-19 imposed class suspension, more online learning will be associated with lower parental satisfaction.

Prior studies have also suggested that child characteristics, such as children’s self-regulation, children’s interest, and attention, were important predictors of parents’ perception toward online learning (Dong et al., 2020; Vlachopoulos & Hatzigianni, 2017). When children are mostly able to learn independently and autonomously in planning and completing their online learning, they cope better and have less need for parental assistance. Parents tend to consider such learning developmentally appropriate and are more satisfied with such provision (Pelikan et al., 2021). In contrast, when children’s ability for independently learning is low, there is a greater demand for parental involvement that may lead to dissatisfaction.

Child competence may also serve as a moderator in the relation between online learning and parent satisfaction. During prolonged class suspension, parents generally have no choice but to turn to online learning as an alternative to ensure that children continue to learn and are able to keep up with learning expectations (Lau & Lee, 2020). However, as online learning for young children required significant time commitment from parents, parents generally considered online learning time-consuming and burdensome (Dong et al., 2020; Smith et al., 2016). As such, it is likely that children’s competence in completing online learning independently will serve as a moderator. Parents of primary school children who are better able to engage in online learning activities independently may feel more satisfied when schools offer more online learning opportunities. In contrast, when the intensity of online learning is high and children’s competence in independent learning is low, there is an increased likelihood for parents to feel dissatisfied with online learning. In this study, we examined the moderating effect of children’s competence in independent learning in the relation between the amount of learning assignments, length of online learning, and parents’ satisfaction with the provision. Elucidating such associations may aid schools in modifying their online teaching curriculum to address the needs of students and their families.

The Present Study

Hong Kong, a city with a population of over 7 million people, has accumulated over 11,800 COVID-19 cases involving more than 200 deaths thus far. The first confirmed case of COVID-19 in the city was reported on January 21, 2020. Schools in Hong Kong were first closed on January 25, 2020, with an initial suspension until March 2, 2020 (Hong Kong Education Bureau, 2020a, 2020b). However, school reopening kept being delayed until the end of May 2020 because of the continued outbreak of the pandemic. With the resurgence of the outbreak, the EDB later advanced the summer holiday to early July until late September, 2020 (normally the holiday is between late July and early September). With renewed cases of COVID-19, schools were suspended again between November, 2020 and May, 2021.

By the end of May 2021, Hong Kong’s forth wave of COVID-19 infections ended, having achieved the target of having zero cases for 28 consecutive days. Schools are currently fully reopened for face-to-face classes on a half-day basis since late May 2021. However, some new local cases of COVID-19 were reported in early June 2021, which could potentially be the start of the fifth wave of infections. In addition to the COVID-19 pandemic, there has been numerous upper respiratory tract infection (URTI) outbreaks affecting kindergarten/child care centers, primary schools, and special child care centers/schools since April 2021 (Hong Kong Centre for Health Protection, 2021). Due to the similarity between URTI and COVID-19 symptoms, the government required schools with URTI outbreaks to undergo a 5-day suspension of school activities for cleaning and compulsory COVID-19 testing. Given the current development of the COVID-19 and URTI outbreaks, it is likely that classes may be suspended again in the future.

Since the first-time classes were suspended, the EDB has encouraged schools to support children’s learning at home without making online learning compulsory. Nevertheless, most schools in Hong Kong implemented online learning as soon as classes were suspended. For online learning, parental assistance is expected as most Hong Kong young children are not familiar with online learning. However, the support provided for parents varied across schools depending on the available resources and readiness in working with families for implementing online learning.

The goals of primary schools in Hong Kong are to promote the whole-person development of students, which includes enhancing students’ language proficiency, promoting self-directed learning skills, developing their potential, and cultivating a healthy lifestyle (Hong Kong Education Bureau, 2018). Chinese parents are known to have high academic expectations for their children and are highly engaged in children’s formal and academic-oriented learning activities (Luo et al., 2013). Due to the Confucian influence, Chinese parents tend to respect teachers and preferred leaving children’s learning at school to the teachers (Lam et al., 2002). In previous studies (Lau et al., 2011; Tam & Chan, 2010), Hong Kong parents reported a high level of involvement in children’s homework at home. Although home–school cooperation is highly encouraged by the Hong Kong EDB, previous studies showed that both school management and teachers expressed negative attitudes toward parental involvement in school and believed that parents should hold minimal responsibilities in school management (Lau, 2014; Pang, 2011). Similarly, Hong Kong parents have also reported the generally limited parent-school communication opportunities as well as their worries over their lack of competency in home–school collaboration (Lau & Ng, 2019; Tao et al., 2019). As a result, Hong Kong parents tend to accept decision that teachers make in the area of learning and teaching before the pandemic. However, because parents’ role is crucial for young children’s learning during online learning, it is essential to understand parents’ perspective by examining their satisfaction toward children’s online learning.

In this study, we explored (a) the associations between the amount of learning assignments, the length of online learning, as well as child competence in independent learning, and parent satisfaction with children’s online learning, and (b) the moderating effect of children’s competence in independent learning during online learning in the associations between the amount of learning assignment and parents’ satisfaction and between the length of online learning and parents’ satisfaction (see Figure 1). As parental assistance are required and parents generally experience great challenges in supporting children’s online learning, it was hypothesized that the amount of learning assignments and the length of online learning would be negatively associated with parents’ satisfaction. Children’s competence in completing online learning independently was expected to be positively associated with parents’ satisfaction. Because children’s ability will affect the degree to which parental involvement is required for influencing parental satisfaction, it was also hypothesized that children’s competence in completing online learning independently would moderate the associations between the amount of learning assignment, the length of online learning, and parents’ satisfaction. Specifically, when the children’s competence is high, the association between the length and amount of online learning and parent satisfaction was expected to be more positive as compared to when the children’s competence is low.

Figure 1. Conceptual framework

Methods

Participants

The present study was part of a larger online survey exploring issues related to the learning of kindergarten and primary school students during the class suspension in Hong Kong. The current sample included 3,381 primary school parents whose children engaged in online learning at the time of the survey. Most of the respondents were mothers (92.4%) and had an average of 1.51 children (SD = .62) (see Table 1). Most parents reported their children attending lower primary classes (Primary 1: 801, 24.1%; Primary 2: 739, 22.3%; Primary 3: 578, 17.4%; Primary 4: 547, 16.5%; Primary 5: 406, 12.2%; Primary 6: 250, 7.5%, 60 missing). This current sample is considered middle-class: the median range of monthly household income was HK$40,001–60,000 (US$1 = HK$7.78; compared to HK$24,890 of all families in Hong Kong) (Hong Kong Census and Statistics Department, 2017) and 70.5% of children attended government or aided primary schools (compared to 80% in the whole primary school population).

Table 1. Demographic variables of study population

Variables	n	%
Gender of parent
Males	256	7.6
Females	3,125	92.4
Total	3,381
Children’s school level
Primary (1^st grade)	801	24.1
Primary (2^nd grade)	739	22.3
Primary (3^rd grade)	578	17.4
Primary (4^th grade)	547	16.5
Primary (5^th grade)	406	12.2
Primary (6^th grade)	250	7.5
Total	3,321
Type of primary school attended
Government and aided primary school	2,383	70.5
DSS primary school	439	13.0
Private/ ESF/ private international primary school	559	16.5
Total	3,381
Monthly household income (in Hong Kong dollar)
< $10,001	110	3.3
$10,001-$20,000	350	10.4
$20,001-$40,000	932	27.6
$40,001-$60,000	713	21.1
$60,001-$80,000	497	14.7
$80,001-$100,000	339	10.0
> $100,000	440	13.0
Total	3,381

Procedure and Instruments

Data of this study were obtained from an anonymous online parent survey (via Qualtrics), which was administered between February 19–22, 2020, three weeks after classes have initially been suspended in Hong Kong schools during the COVID-19 outbreak. The invitation, instruction, and online survey of the study were provided to all participants through a hyperlink posted on three local Facebook pages with parents and teachers as the target audience. If parents had more than one child in primary school, they were asked to complete the survey according to the learning of their oldest child. Data obtained were exported from Qualtrics to SPSS for data analysis.

The online survey included questions in three main sessions (1: basic information about the learning arrangements, 2: parents’ perceived level of difficulty for children to complete learning at home and parental satisfaction, and 3: children’s screen time). In this study, four specific items were selected to address the two research questions:

1. Amount of learning assignments: “during class suspension, how many learning activities/assignments does your child have to do? (1: no assignment, 2: 1–2 tasks per week, 3: 3–4 tasks per week, 4: 1–2 tasks per day, 5: 3–4 tasks per day, or 6: more than 5 tasks per week),”

2. Length of online learning: “during class suspension, how much time does your child spend on screen products for school’s learning activities each day? (1: less than 1 hour, 2: 1–2 hours, 3: 2–3 hours, 4: 3–4 hours, 5: 4–5 hours, 6: 5–6 hours, 7: more than 6 hours),”

3. Child competence in independent learning; “during class suspension, is your child able to complete online learning without parental assistance? (1: no, need assistance all the time, 2: no, need assistance most of the time, 3: no, need assistance sometimes, 4: no, need assistance occasionally, 5: yes, no assistance required),” and

4. Parent satisfaction with online learning: “are you satisfied with the online learning/learning activities provided by the school during class suspension (1: no, 2: yes).”

Data Analysis

We analyzed the data with SPSS 18.0 and Mplus 7.0 (Muthén & Muthén, 1998–2015). First, we carried out descriptive statistics to capture the central tendencies of the main study variables and conducted bivariate correlations to examine the association between the number of assignments and the length of online learning, child competence in independent learning, and parents’ satisfaction with online learning. Given the large sample size in this study, we employed Cohen’s (1992) standards to interpret the bivariate correlations between the main variables rather than simply relying on probability levels. Correlation coefficients of .10, .30, and .50 were taken to indicate small, medium, and large effect sizes, respectively. Second, we conducted a path analysis. In this analysis, we simultaneously examined the main effects of the two independent variables (i.e., number of assignments and the length of online learning) and the moderator (i.e., child competence in independent learning), as well as the two moderation effects. Since the length of online learning was positively related to the amount of learning assignments, including them in the same regression model allowed us to determine their unique explanatory power in explaining the outcome.

We treated parents’ satisfaction with online learning as a binary outcome and centered the independent variables as well as the moderator before entering them to the regression model. We created two moderation effect terms by multiplying the centered independent variables and the centered moderator. In addition, we also controlled for a number of demographic variables to enhance the internal validity of the findings, including the number of children in the family, report informant, household monthly income, school type, and grade. If the interaction was significant, we further conducted simple slope effect test to break down the association between the independent variable and parents’ satisfaction by high (+1SD) and low (−1SD) levels of the moderator.

Results

As shown in Table 2, children amount of assignments was at medium-to-high level (4.25 out of 6), although the time they spent on online learning was relatively low (2.57 out of 7). In addition, parents reported that their children’s competence to complete the online learning by themselves was medium (3.09 out of 5). Moreover, 1,585 participants (46.9%) were dissatisfied while 1,796 parents (53.1%) were satisfied with children’s online learning during COVID-19.

Table 2. Descriptive statistics and bivariate correlations of the main study variables

	1	2	3	4
1 Amount of assignments	-
2 Length of online learning	.29***	-
3 Child competence in independent learning	−.16***	−.14***	-
4 Parents’ satisfaction with child’s online learning^#	−.09***	−.09***	.33***	-
Possible range	1–6	1–7	1–5	0–1
Mean	4.25	2.57	3.09	0.53
SD	1.24	1.46	1.22	0.50

***p < .001.

^#Coded 0 = dissatisfaction, 1 = satisfaction.

Regarding the bivariate associations between the main study variables, we found negative and significant association between amount of assignments as well as length of online learning with parents’ overall satisfaction with child’s online learning (rs = −.09, p < .001). However, both coefficients were trivial (i.e., <.10). In addition, the results also revealed a positive association between child’s competence in independent learning and parents’ satisfaction with child’s online learning at medium effect size (r = .33, p < .001), suggesting that the higher the child’s competence in independent learning, the higher the probability that parents were satisfied with their children’s online learning.

Path Analysis for Testing Hypotheses

We conducted a path analysis to examine the association between the amount of assignments, length of online learning, and parents’ satisfaction with child’s online learning as well as the moderation of child’s competence in independent learning. The results are summarized in Table 3.

Table 3. The association between amount of assignments, length of online learning, child competence in independent learning, and parents’ satisfaction with child’s online learning

	B	SE	p
Demographic variables
Number of children in the family	−0.09	0.02	< .001
Report informant	0.44	0.05	< .001
Household monthly income	−0.03	0.01	< .001
School type	−0.01	0.01	.545
Grade	−0.02	0.01	.041
Main effects
Amount of assignments	−0.01	0.01	.479
Length of online learning	0.01	0.01	.121
Child competence in independent learning	0.14	0.01	< .001
Interactions
Amount of assignments X Child competence in independent learning	0.02	0.01	.031
Length of online learning X Child competence in independent learning	0.03	0.01	< .001

The results on the covariates showed that the number of children in the family (B = −0.09, p < .001), the grade of the child (B = −0.02, p = .041) and household income (B = −0.03, p < .001) were negatively related to parents’ satisfaction with the child’s online learning. The identity of the respondent was positively related to parents’ satisfaction (B = 0.44, p < .001), with fathers being more satisfied with child’s online learning.

After controlling for the demographic variables, we found that neither the amount of assignments (B = −0.01, p = .479), nor the length of online learning (B = −0.01, p = .479), was significantly associated with parents’ satisfaction, but the children’s competence in independent learning was (B = 0.14, p < .001). More importantly, we found that the interaction effect between (a) the amount of assignments and children’s competence (B = 0.02, p = .031) and (b) length of online learning and children’s competence (B = 0.03, p < .001) were significant.

Breaking down the interaction between the amount of assignments and child’s competence, we found that for children who were less competent in completing the online learning by themselves, higher amounts of assignments were negatively related to parents’ satisfaction (B = −0.03, p = .026). However, the association between the amount of assignments and parents’ satisfaction was not significant when children were more competent in completing the online learning by themselves (Figure 2).

Figure 2. The association between the amount of assignments and parents’ satisfaction with child’s online learning by levels of child competence in independent learning

Breaking down the interaction between the length of online learning and child competence in independent learning, we found that for children who were less competent in completing the online learning by themselves, the longer length of online learning was negatively related to parents’ satisfaction (B = −0.02, p = .004). In contrast, when children were more competent in completing the online learning by themselves, the length of online learning was positively related to parents’ satisfaction with child’s online learning (B = 0.05, p < .001) (Figure 3).

Figure 3. The association between the length of online learning and parents’ satisfaction with child’s online learning by levels of child competence in independent learning

Discussion

This study examined the associations of the amount of learning assignments/length of online learning and parents’ satisfaction as well as the moderating effect of child competence in the associations. Results from the path analysis showed that parents were more likely to be satisfied with online learning when they have fewer children in the family. The finding likely reflects the fact that the amount and effort of time that are expected of parents in supporting children’s learning is lower when the number of children in the family is low (Workman, 2016) and hence, parents may tend to be less stressed and more satisfied during online learning. Results also showed that compared to parents of children in higher grades, parents of children in lower grades were more satisfied. As children grow, parents have increased expectation for their children’s educational attainment (Chan, 2012). Therefore, parents of young children in the lower grades may be more tolerant with online learning arrangement and were more likely to report being satisfied. In contrast, because parents from higher SES backgrounds tend to have higher educational expectations for their children (Davis-Kean, 2005; Mello, 2009), parents with higher family income in our study may have high expectations for schools in conducting quality online learning. During the early stage of class suspension, the online learning platform and arrangement may be less systematic and thorough. Therefore, parents with higher family income may tend to have lower levels of satisfaction. Finally, as mothers, particularly Chinese mothers, are generally more involved than fathers in children’s education (Lau, 2016; Lau & Ng, 2019), they may experience more challenges during their involvement in children’s online learning. Therefore, mothers were found to be less satisfied than fathers with children’s online learning.

The first hypothesis of this study is only partially supported. The main effect of child competence in independent learning was significant, but the main effects of amount of learning assignments or length of online learning were not. Prior findings showed that child ability is an important fact in influencing parents’ perception toward online learning (Dong et al., 2020; Vlachopoulos & Hatziganni, 2017). Our findings provide further support that parents are likely to be satisfied when child competence in independent learning is high. Prior research also showed that parental satisfaction in various domains (e.g., parent–child relationship, children’s academic performance, and school quality) was generally higher when children were more competent (Deci & Ryan, 1985; Jiao, 2020; McGrath & Repetti, 2000). While Hong Kong parents were found to be highly involved in children’s homework in previous studies (Lau et al., 2011; Tam & Chan, 2010), they were also found to be concerned about their children’s reliance on them for checking and explaining homework. As such, it is likely that when children have high competence in completing online learning independently, parents will consider online learning to be appropriate and effective in promoting children’s learning and to be more satisfied with the online learning arrangement.

On the other hand, the present study failed to find evidence for the link between the amount of learning assignments/length of online learning and parent satisfaction. It is possible that parents may have mixed perceptions toward the online learning when the amount/length of online learning is examined independently. For instance, Chinese parents were found to have higher expectations for academic achievement and self-directed learning after children started primary school (Lau, 2014; Lau & Ng, 2019) and thus, parents may anticipate schools to provide more online learning to continue formal education. However, parents of young children were generally found to experience great difficulties in online learning, such as prolonged screen time, lack of two-way interaction, children’s low self-regulation, and insufficient time and knowledge (Dong et al., 2020; Misirli & Ergulec, 2021; Smith et al., 2016). As a result, a higher amount of learning assignments and longer duration of online learning may indicate a higher level of difficulties experienced by parents during their involvement and hence, parents may be more likely to feel dissatisfied.

The insignificant associations between the amount of learning assignments/length of online learning and parent satisfaction may also be explained by the moderation effect. Consistent with the second hypothesis and the existing literature (Zhang et al., 2020; Zhou & Li, 2020), the present study found that to a large extent, moderated the association between online learning and parental satisfaction. Specifically, the results suggested that when children were more competent in completing online learning independently, parents were more likely to be satisfied when the duration of online learning is high. On the other hand, when children were less competent in completing online learning independently, parents were less likely to be satisfied when the amount and duration of online learning is high. These findings are in line with prior studies that reducing the burden of online learning experienced by parents would help enhance the well-being of parents during COVID-19. For instance, Dong et al. (2020) found that young children’s poor self-regulation, and parents’ lack of time as well as knowledge and skills are the major shortcomings of online learning and that parents were generally found to be unprepared to support children’s online learning. Similarly, Spinelli et al. (2020) found that perceived difficulties of online learning during the pandemic was associated with a higher level of perceived parenting stress. As such, parents in the present study may be more likely to be dissatisfied with the high amount of learning assignments and long duration of online learning tasks when children’s competence to engage in independent learning is low and assistance from parents is required. In contrast, it is likely that when children are able to complete online learning independently, parents feel less stressed about having to be highly involved to assist their kids in completing more learning assignments and longer duration of online learning. As a result, parents are more likely to witness the benefits of online learning and report a higher level of satisfaction toward online learning during school suspension.

Implications

As one of the first explorations of parents’ satisfaction levels toward online learning during COVID-19, the present study offers insight into online learning, parent satisfaction, and children’s competence in completing online learning independently that have important implications for the design of online learning for young children during the current and future class suspension. Although the use of online learning during prolonged class suspension is considered necessary, consideration must be given to students’ competence to complete learning independently to reduce the burden of parents and increase parent satisfaction for parental well-being, as well as to reduce disparities among children with diverse background to promote more equitable educational outcomes. Specifically, since the learning gap will likely be widened between children from different backgrounds during school closures, it is possible that children from disadvantaged households who are not able to complete online learning independently will struggle with their learning. These children are more likely to have parents who lack both the knowledge and time to support their learning. Hence, findings of this study have important implications for teaching practices that will reduce the learning disparities among diverse students.

The findings also provide important insights for teaching practices in early education (including early years education and lower primary grades). Three major implications are identified. First, our findings provide evidence on the need to improve the readiness of teachers in delivering effective online learning. Teachers should recognize that learning could only take place as a family activity with the support of a parent who might well have other children to care for, or be trying to work from home. School should have developmentally appropriate expectations for students and ensure that online learning is accompanied by a sensitive and child-centered curriculum so that children can complete them independently. For instance, making online learning more accessible by organizing all learning materials on one platform and selecting age appropriate online materials or apps for independent learning. Clear illustration should also be provided to students to avoid relying on parents to translate that information to their children. To promote children’s competence for independent and self-regulated learning, teachers should also design developmentally appropriate challenging tasks for children, provide support to students, make students accountable for their own learning, and employ continuous evaluation practices that are sensitive to the online learning environment for assessing students and for making modification of the leaning during class suspension (Perry & VandeKamp, 2000; Perry et al., 2002).

Second, in order to prepare students for independently online learning, students should be provided with sufficient opportunities to be familiar with the format and materials of online learning when schools are resumed temporarily during the pandemic. Since Hong Kong schools have been closed during the COVID-19 outbreak, there were two short periods of school reopening between April and June 2020 and between September and November 2020, and is currently fully reopened for half-day since late May 2021. Given the likely suspension of classes in the next two years, schools should introduce the information and skills related to the online learning format that they adopt and provide opportunities for students to practice conducting online learning independently during temporary school resumption to better equip students for online learning in case schools are closed again in the future.

Finally, efforts are needed to improve teachers’ ability to support children’s learning at home. Professional development training should be provided to teachers to increase their capacity in supporting students’ learning and respond rapidly to challenges raised by online learning. For example, teachers should be equipped with knowledge and skills to design online learning tasks and resources that can gauge young children’s interest, help children engage in self-directed activities, increase their competence in completing online learning independently, and provide opportunities for children to seek support and feedback from their teachers to minimize their reliance on parental assistance.

Limitations and Future Directions

The following limitations of the present study should be noted. First of all, the data were only collected in Hong Kong, where schools were closed early during this world-wide pandemic with a high percentage of schools conducting online learning. Hong Kong parents were also known for their high involvement in children’s education and learning (Lau et al., 2011; Tao et al., 2019) and therefore, may put a premium on continued learning despite the pandemic. Thus, the findings may not be generalized to other regions. Future studies should examine parent satisfaction with online learning using a non-Hong Kong sample. Secondly, the online survey was administered during the early stage of the pandemic when schools and families were making adaptation in their teaching and their involvement, respectively. The parents may not have experienced the online learning long enough to assess their experience fairly and the findings may change when schools and families become more used to online learning. Hence, more studies should be conducted at different stages of the pandemic to better understand parents’ perception of online learning experience. Third, because the survey was designed to understand whether parents were satisfied with online learning, parental satisfaction was measured as a binary variable using only one item. As such, the measure of parental satisfaction may be limited because of its simplicity. Future studies should measure variations of parental satisfaction to examine the extent to which parental satisfaction was affected by the amount and duration of online learning. Lastly, parents’ employment status was not examined and that the present study mainly involved middle-class families and may underrepresent those families with more disadvantaged backgrounds (e.g., limited internet access and literacy). In the future, studies should examine the changing needs of children with different family backgrounds during different stages of class suspension in this ongoing pandemic to better elucidate the diverse needs of the children and their families, to determine if modification of online learning has occurred, and to investigate the changes in parents’ satisfaction toward online learning.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.