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Cited by 50Parental Involvement in EducationCommunication in Education and HealthcareFamily Dynamics and Relationships

Parents’ and Teachers’ Views on Digital Communication in Finland

Open access
Kuusimäki, Anne-Mari, Uusitalo-Malmivaara, Lotta, Tirri, Kirsi·2019·Education Research International
DOI 10.1155/2019/8236786
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Abstract

Parents’ and teachers’ well-functioning communication supports their partnership and also benefits pupils’ well-being. Today, communication largely takes place using electronic tools. In the current study, Finnish parents’ (N = 1123) and teachers’ (N = 118) opinions on digital communication in urban and rural areas were studied by applying a new 14-item Digital Communication Scale (DCS) created for the purpose. The three-factor structured DCS was used to elucidate parents’ and teachers’ views on their partnership, feedback, and clarity of messaging. In contrast to some negative headlines and myths, the main finding of our study was overall satisfaction with digital communication, which was seen as supporting the parent-teacher partnership and providing valuable information on pupils’ development and their everyday issues. In particular, rural parents seemed satisfied with digital communication as a partnership-building tool. However, the view of parents was that they received less encouraging feedback about their children than teachers believed they had given. On the other hand, teachers experienced more ambiguity in digital communication than parents. This was more salient among urban teachers than among rural teachers. To summarize, rural parents and rural teachers saw digital communication as serving their collaboration better than did their urban peers. The results of the current study can be used for further development of parent-teacher communication in digital environments.

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  • As most such communication occurs via an online platform, Wilma, teachers' written feedback might not always be perceived as encouraging by parents and thus might threaten the development of a successful partnership.

    “As most such communication occurs via an online platform, Wilma, teachers’ written feedback might not always be perceived as encouraging by parents and thus might threaten the development of a successful partnership [46].”

    From Finnish and Portuguese Parents' Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement (2021) · cites this paper as [46]

    The Conclusions report that parents felt they received less encouraging feedback than teachers believed they had given. Section 1.1 also warns that ambiguous messages can harm parent–teacher partnerships. Section 1.2 describes a digital platform used in more than 90% of Finnish schools, but our copy does not name it Wilma or establish that most parent–teacher communication occurs through it. (LLM, conf=0.84)

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  • Parents from rural areas in Finland are more likely than urban parents to view digital communication as conducive to partnerships with teachers and to interpret online feedback as encouraging.

    “Parents from rural areas in Finland are more likely than urban parents to view digital communication as conducive to partnerships with teachers and to interpret online feedback as encouraging [46].”

    From Finnish and Portuguese Parents' Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement (2021) · cites this paper as [46]

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Research works printed but not linked: 5

  1. J. Epstein, "School, family and community partnership," Phi Delta Kappan, vol. 76, no. 9, pp. 702-712, 1995.
  2. J. L. Epstein, M. G. Sanders, S. B. Sheldon et al., School, Family, and Community Partnerships: Your Handbook for Action, Corwin Press, ousand Oaks, CA, USA, 3rd edition, 2009.
  3. N. F. Chavkin and C. Williams, "Minority parents in the elementary school: attitudes and practices," in Families and Schools in a Pluralistic Society, N. F. Chavkin, Ed., pp. 73-83, State University of New York Press, Albany, NY, USA, 1993.
  4. L. J. Cronbach, Essentials for Psychological Testing, Harper & Row, New York, MY, USA, 4th edition, 1984.
  5. M. Sormunen, V. Kirilina, S. Goranskaya, and K. Tossavainen, "Interaction between home and school: the views of teachers and parents from Finland and Russia," International Journal about Parents in Education, vol. 10, no. 1, pp. 33-46, 2018.

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Authors
Kuusimäki, A.-M., Uusitalo-Malmivaara, L., & Tirri, K.
Affiliations
  • University of Helsinki (FI)
  • Faculty of Educational Sciences, University of Helsinki, 00014 Helsinki, Finland
Corresponding author
Kuusimäki, Anne-Mari
ORCID
Venue
Education Research International
Publisher
Wiley
Published
2019-07-30
Volume
2019
Pages
1-7
ISSN
  • 2090-4002 (ISSN-L)
  • 2090-4010
DOI
10.1155/2019/8236786
OpenAlex
W2964658178
Cited by
50
References
14
Citations by year
2026: 6 · 2025: 5 · 2024: 5 · 2023: 9 · 2022: 11 · 2021: 7 · 2020: 5 · 2019: 2
FWCI
16.86
Type
journal article
Language
en
Open access
Licence
Locations
  • Education Research International (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Työväentutkimus Vuosikirja (submittedVersion)
Topics
  • Social Sciences › Education › Parental Involvement in Education
  • Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
  • Social Sciences › Demography › Family Dynamics and Relationships
Keywords
parent-teacher communication, digital communication, parent-teacher partnership, feedback, urban-rural differences, student well-being, Finland

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