| Autor: |
Carrión-Martínez JJ; Education Department, Universidad de Almería, 04120 Almería, Spain., Pinel-Martínez C; Education Department, Universidad de Almería, 04120 Almería, Spain., Pérez-Esteban MD; Education Department, Universidad de Almería, 04120 Almería, Spain., Román-Sánchez IM; Economy and Enterprise Department, Universidad de Almería, 04120 Almería, Spain. |
| Jazyk: |
angličtina |
| Zdroj: |
International journal of environmental research and public health [Int J Environ Res Public Health] 2021 Nov 08; Vol. 18 (21). Date of Electronic Publication: 2021 Nov 08. |
| DOI: |
10.3390/ijerph182111710 |
| Abstrakt: |
Education systems worldwide have been affected by a sudden interruption in classroom learning because the coronavirus pandemic forced both the closure of all schools in March 2020 and the beginning of distance learning from home, thus compelling families, schools, and students to work together in a more coordinated fashion. The present systematic review was carried out following PRISMA guidelines. The main objective was to present critical information on the relationship between the family and the school in the face of the imposed distance learning scenario caused by COVID-19. A total of 25 articles dealing with the relationships established during the pandemic of any of the three agents involved (family, students, and school) were analysed. The results showed that the relationships between the three groups involved must be improved to some extent to meet the needs that have arisen as a result of distance learning. In conclusion, the educational scenario during the pandemic has been one of the most significant challenges experienced in the recent history of education. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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