Navigating ‘Home Schooling’ during COVID-19: Australian public response on Twitter
Open accessAbstract
COVID-19 has wreaked havoc worldwide. Schools have escaped neither the pandemic nor its consequences. Indeed, by April 2020, schools had been suspended in 189 countries, affecting 89% of learners globally. While the Australian government has implemented variously effective health and economic policies in response to COVID-19, their inability to agree with states on education policy during the pandemic caused considerable confusion and anxiety. Accordingly, this study analyses 3 weeks of Tweets during April, leading up to the beginning of term 2, during the height of Government policy incongruity. Findings confirm a wide and rapidly changing range of public responses on Twitter. Nine themes were identified in the quantitative analysis, and six of these (positive, negative, humorous, appreciation for teachers, comments aimed at Government/politicians and definitions) are expanded upon qualitatively. Over the course of 3 weeks, the public began to lose its sense of humour and negative tweets almost doubled.
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Home-schooling increases family stress, especially in already burdened families.
“With home-schooling increasing family stress [29] especially in already burdened families [40]”
From A Qualitative Study of Child and Adolescent Mental Health during the COVID-19 Pandemic in Ireland (2021) · cites this paper as [40]
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Content Analysis for the Social Sciences and Humanities
Parker, S. R. (1970) · Sociology · doi:10.1177/003803857000400231 · Cited by 2,178 · see citing works
Overbey, L. A., Batson, S. C., Lyle, J. R., et al. (2017) · Lecture notes in computer science · doi:10.1007/978-3-319-60240-0_26 · Cited by 6 · see citing works
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A Qualitative Study of Child and Adolescent Mental Health during the COVID-19 Pandemic in Ireland
O’Sullivan, K., Clark, S., McGrane, A., Rock, N., Burke, L., Boyle, N., Joksimovic, N., & Marshall, K. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18031062 · Cited by 283 · see citing works
Social Media in Education: A Case Study Regarding Higher Education Students' Viewpoints
Lampropoulos, G., Makkonen, P., & Siakas, K. (2022) · Lecture Notes in Networks and Systems · doi:10.1007/978-3-030-93904-5_73 · Cited by 8 · see citing works
- Authors
- Ewing, L.-A., & Vu, H. Q.
- Affiliations
- Monash University (AU)
- Deakin University (AU)
- Corresponding author
- Ewing, Lee-Ann
- Venue
- Media International Australia
- Publisher
- SAGE Publications
- Published
- 2020-09-24
- Volume
- 178
- Issue
- 1
- Pages
- 77-86
- ISSN
- 1324-5325 (ISSN-L)
- 1329-878X
- 2200-467X
- PMC
- PMC7520655
- OpenAlex
- W3088683063
- Cited by
- 40
- References
- 2
- Citations by year
- 2025: 1 · 2024: 4 · 2023: 10 · 2022: 17 · 2021: 7 · 2020: 1
- FWCI
- 10.49
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Media International Australia (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- Own your potential (DEAKIN) (submittedVersion)
- Figshare (submittedVersion, cc-by)
- Topics
- Social Sciences › Communication › Communication and COVID-19 Impact
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Communication › Public Relations and Crisis Communication
- Keywords
- homeschooling, COVID-19 pandemic, school closures, public response, Twitter, social media discourse, education policy, Australian education policy, public opinion, humour, teacher appreciation
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