Abstract
Purpose. The purpose of this qualitative study, based on the self-efficacy theory, was to explore caregivers’ digital literacy self-efficacy and its connection to their academic involvement to primary grade students during distance learning in a public elementary school in the Inland Empire. This study analyzed 10 caregivers, and only one caregiver per student was used.
Methodology. This study used a qualitative, single case study design to explore the four research questions, which allowed the researcher to study a phenomenon within a bounded time and place. A small number of participants was used to gain an understanding of the perceptions of caregivers’ digital literacy self-efficacy and its connection to their involvement in student’s distance learning. Data were collected through semistructured interviews with open-ended questions conducted either in person or through Zoom.
Findings. The findings of this study illustrated 11 themes: (a) prior experience and comfortability, (b) new technology and uncertainty, (c) increased involvement, (d) forced lifestyle changes, (e) more skills, easier time, (f) stepping up to the challenge, (g) communication, (h) training and tools, (i) technology support, (j) community network, and (k) teacher preparation.
Conclusions. This study revealed that digital literacy self-efficacy of caregivers did not negatively affect the involvement they had in their student’s distance learning. There was also an increase in involvement no matter the computer comfortability of the caregiver. The study participants discussed the challenges they faced throughout distance learning and determined the following better supporting strategies: increase in communication from the district, school, and teacher; increase of training of the digital tools used during distance learning; more technology support; better teacher preparation; and an improvement in class structure.
Recommendations. Future research should replicate this study in a more affluent area to widen the perspective of caregivers’ digital literacy self-efficacy and their experiences with involvement in distance learning. In addition, a case study can be replicated at the same school site but with a population of caregivers with students in upper elementary grades. Last, future research could include the construct of parental self-efficacy and how it has an impact on their involvement in student’s distance learning education.