This applied dissertation was designed to provide better access to current information for learning about the relationship between parents and children during emergency education obtained during COVID-19. It had been found that the existing studies did not explore this relationship during times of distress, such as pandemic education, and the existing studies about the parent-children relationship had failed to consider the effect of forced e-learning or virtual education. To meet this objective, the study was conducted among the parents in a southeastern state in the United States who had enrolled their children in virtual classes, despite the presence of physical classes. A mixed-methods analysis was conducted to gauge the respondents’ perceptions and views about the positive and negative aspects of the sudden transition to virtual learning in this pandemic situation and how it affected the relationship with their children. The research findings revealed that the transition to virtual learning during COVID-19 had a complex impact on parent-child relationships. Although increased time together led to stronger emotional bonds, challenges in balancing responsibilities and managing technology strained these relationships. Clear communication and mutual understanding emerged as essential factors for maintaining healthy connections.
| Date of Award | Jan 1 2023 |
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| Original language | English |
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| Supervisor | Hardwick Smith Johnson (Supervisor) & Lisa J Carbone (Advisor) |
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