Parental e-nvolvement: a phenomenological research on electronic parental involvement

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dc.authoridÖzer, Niyazi/0000-0001-7745-6645
dc.authoridKonca, Ahmet Sami/0000-0002-6423-6608
dc.authoridSad, Nihat/0000-0002-3169-2375
dc.authorwosidÖzer, Niyazi/C-6402-2013
dc.authorwosidKonca, Ahmet Sami/F-1936-2019
dc.authorwosidKonca, Ahmet Sami/AAX-7856-2021
dc.authorwosidSad, Nihat/AAD-5926-2020
dc.contributor.authorSad, Suleyman Nihat
dc.contributor.authorKonca, Ahmet Sami
dc.contributor.authorOzer, Niyazi
dc.contributor.authorAcar, Feride
dc.date.accessioned2024-08-04T20:42:46Z
dc.date.available2024-08-04T20:42:46Z
dc.date.issued2016
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThis phenomenological study explored parental e-nvolvement (or electronic parental involvement), defined as parental efforts to plan, engage in, support, monitor and/or assess the learning experiences of their children either at home or at school predominantly using technological devices and media. Data were gathered from 23 volunteering parents through semi-structured interviews. The findings suggested that most parents use or have their children use a variety of technologies with tablets, computers, (smart)phones, and internet taking the lead. Participating parents used technology to have their children study, make practice on or repeat what they have learned at school, to help them prepare research projects, homework or presentations, and to communicate with teachers, schools and other parents. The pros of parental e-nvolvement mainly included enabling parents to supervise their children in terms of academic, personal or social well-being; increasing technology literacy; enabling easy and quick access to information sources; enhancing learner autonomy and academic achievement. Cons included mainly the risk of exposure to inconvenient websites/content; technology addiction; and making the child antisocial. Finally, different strategies to parents use to prevent their children from the harms and risks during parental e-nvolvement were presented and discussed.en_US
dc.identifier.doi10.1080/22040552.2016.1227255
dc.identifier.endpage186en_US
dc.identifier.issn2204-0552
dc.identifier.issn1833-4105
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-84995596385en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage163en_US
dc.identifier.urihttps://doi.org/10.1080/22040552.2016.1227255
dc.identifier.urihttps://hdl.handle.net/11616/97583
dc.identifier.volume11en_US
dc.identifier.wosWOS:000386382900008en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofInternational Journal of Pedagogies & Learningen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectParental e-nvolvementen_US
dc.subjectICTen_US
dc.subjectschool-family relationshipsen_US
dc.subjectphenomenologyen_US
dc.titleParental e-nvolvement: a phenomenological research on electronic parental involvementen_US
dc.typeArticleen_US

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