The psychological and social effects of distance education from the viewpoints of students’ guardians

Abstract

This study aimed to identify the psychological and social effects of distance education from the viewpoints of students’ guardians in Jordan. The study sample comprised 1206 guardians, of whom 71% have completed their undergraduate studies or a higher level. Furthermore, 62% of participants aged more than 35 years. Results also indicated that 34% of participants have children studying in primary education, 21.9% have children studying in primary and secondary education, and 13.4% have children studying in all levels of education. The researchers developed the ‘psychological and social effects of distance education’ scale. After being measured, the scale was electronically sent to the study sample. Findings showed that the psychological and social effects of distance education on guardians were significant. Moreover, students’ level of social activity was moderate, they have become less active, and their use of social media sites has increased. In addition, results indicated that the psychological and social impact significantly differs in terms of parents’ level of education. Results also showed that the psychological and social effects of distance education on students’ guardians do not differ in terms of the number of schoolchildren. Instead, all guardians, with any number of schoolchildren, were negatively affected.