Home-Based Learning as a Modality: Perspectives and Practices

Parents have an important role in the current learning situation because they need to get involved in the home-based learning of their own children. Children have no choice but to stay home and continue learning. The partnership between teachers and parents has been considered for the smooth implementation of this modality. This paper aims to describe and analyze the life experiences of parent-teachers who are involved in home-based learning. This is phenomenological qualitative research. There were six participants in this study who were selected using the snowball recruitment technique. Essay questions and focus-group discussions served as methods of data collection. In analyzing the textual data, the researcher used content analysis, where he examined, classified, categorized, and synthesized data to form a synthesis. It was discovered that participants were experiencing problems with connectivity, materials, collaboration, time, and socialization as they carried out home-based learning for their children. They believed that key ingredients to success in home-based learning include communication, collaboration, technology, connectivity, and training. After assessing the needs and concerns of the participants, this paper proposed a learning model which is named “Communication, Collaboration, and Reflection or C3 for Home-based learning,” which will address the concerns, needs, and problems being faced by parents, teachers, and children while they are involved in home-based learning as a form of modality not just during the pandemic but even in the new setting. Lastly, PhD students who are centered on qualitative studies served as validators of the proposed learning model.