In spring 2020, the majority of schools worldwide were closed due to the COVID-19 pandemic. The transition from face-to-face schooling to remote learning at home was sudden and dramatic. Indeed, the term emergency remote schooling (ERS) might describe the situation more accurately. This study asks the question: What kind of positive outcomes did guardians report during emergency remote schooling? A survey was conducted among guardians of children in comprehensive schools, general upper secondary schools and vocational schools (n=60) and their answers were analysed through qualitative content analysis. This study is situated in the notions of ‘space’ and ‘time’ as previously developed by Lefebvre (1991) and Massey (2005; 2008). While space and time are essentially intertwined, they are also shaping and being shaped by our social lives. As a positive outcome, guardians reported growing awareness of modern day education. Guardians appreciated being able to get closer to present-day schooling and gain more knowledge of teaching and learning in general. Secondly, during emergency remote schooling, guardians recognised children’s manifold roles and relations within schooling, as learners taking responsibility in their own studies and developing their study skills but also in relation to peers and to social aspects of schooling. Lastly, during ERS, guardians reported more flexibility in time management and increased communality in family life.
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COVID-19 pandemic, emergency remote schooling, survey, guardians experiences, space and time