Digital learning for disadvantaged students during Covid-19: Perceptions of teachers in Hungary’s after-school programmes

Fejes, József Balázs and Szűcs, Norbert (2021) Digital learning for disadvantaged students during Covid-19: Perceptions of teachers in Hungary’s after-school programmes. INTERSECTIONS: EAST EUROPEAN JOURNAL OF SOCIETY AND POLITICS, 7 (3). pp. 60-79. ISSN 2416-089X

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Abstract

The digital learning instituted in Hungary in the spring of 2020 to help halt the spread of the coronavirus arguably encountered stumbling blocks as regards disadvantaged students. However, we have no information about the details, and mitigating these disadvantages is therefore fraught. The aim of our research is to shed light on the experience of digital learning among disadvantaged students. We analysed responses to an online questionnaire completed by teachers at 48 of Hungary’s after-school programmes (ASPs) who were in contact with over 1000, mostly disadvantaged children. We discussed the questionnaire-based analysis with ten ASP representatives in online workshops. In addition to ICT devices and internet access, the lack of a learning space is also worth considering as a factor hindering the establishment of objective conditions for learning. When maintaining contact with parents, it is recommended that communication habits that differ from those used with middle-class parents should be taken into account. Developing time management and other skills necessary for independent learning (e.g., reading comprehension, and digital literacy), as well as alleviating the psychological burden, represent central tasks in such situations. Our recommendations may be of use in the event of future school closures and in terms of facilitating digital learning among disadvantaged students.

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