The COVID-19 pandemic has forced many countries to close their schools and to change their education system to adopt the learning from home (LFH) method, which arguably requires more direct involvement from parents to succeed. This study explored parent’s attitudes toward LFH policy based on a survey of 261 participants from 16 provinces in Indonesia. Employing latent class analysis, we revealed three distinct groups of parents with unique compounds of attitudes toward LFH (i.e., disengaged, positive, and negative). Disengaged parents neither consider LFH useful, nor do they see it as demanding. In contrast, the other two groups of parents have quite the opposite views on the usefulness and demandingness of LFH. Further analysis using multinomial logistic regression revealed that older parents from low-income households tend to be disengaged while fathers of young children tend to have negative attitudes toward LFH. Interestingly, the ownership of a personal computer at home seems to be a key indicator of parents with positive attitudes toward LFH after controlling for other demographic factors. How the findings provide a firsthand insight on the existence of digital divide by highlighting the importance of access to personal computers at home is further discussed.

COVID-19 大流行迫使许多国家关闭学校并改变其教育系统以采用在家学习 (LFH) 方法，这可能需要父母更直接的参与才能取得成功。本研究基于对来自印度尼西亚 16 个省的 261 名参与者的调查，探讨了父母对 LFH 政策的态度。采用潜在类别分析，我们揭示了三组不同的父母，他们对 LFH 的态度具有独特的复合性（即，脱离、积极和消极）。不敬业的父母既不认为 LFH 有用，也不认为它要求很高。相比之下，另外两组父母对LFH的有用性和要求性的看法截然相反。使用多项逻辑回归的进一步分析表明，来自低收入家庭的年长父母往往不参与，而年幼孩子的父亲往往对 LFH 持消极态度。有趣的是，在控制了其他人口因素后，在家中拥有个人电脑似乎是父母对 LFH 持积极态度的关键指标。进一步讨论了这些发现如何通过强调在家中访问个人计算机的重要性来提供有关数字鸿沟存在的第一手资料。