Experiences of Parents with Senior School Children Engaged in Online Learning During the COVID-19 Related Lockdown in Zimbabwe

Abstract

The outbreak of the COVID-19 pandemic sparked a considerable shift in commonplace life worldwide. Since the government of Zimbabwe declared a twenty-one day lockdown on the 30^th March 2020, schools have only been allowed to open intermittently until March 2021. This has resulted in many schools adopting an online curriculum to enable children to continue with their syllabus uninterrupted. This study sought to explore the positive and negative experiences of families with children engaged in online learning, in an effort to equip parents with coping mechanisms for future lockdowns. A qualitative approach was conducted for this study, specifically making use of the document analysis design. Data was collected using interviews carried out over Zoom and WhatsApp social media platforms. Online learning presented challenges as well as opportunities for growth. The prime challenges were the inordinate amount of time children spent on their screens, the lack of social interaction with peers, lack of exercise and a tendency to snack on food throughout the day. The main positive experiences were family bonding time, parents’ newfound respect and appreciation for the role of teachers, the opportunity to engage in new hobbies, and learning to appreciate each day. This study highlights the need for practices such as mindfulness, a healthy diet, physical activity and understanding the tenets of resilience and positive psychology to aid with the challenges of online learning during a pandemic.