摘要：At the beginning of 2020, education worldwide, including in Estonia, was affected by the coronavirus pandemic, which necessitated the transfer of all levels of education to distance learning. Emergency remote education created both challenges and positives for different stakeholders, especially during the early part of this staggering situation. This study aims to describe the challenges and positives encountered by people in different roles, using data from the Facebook group ‘Homeschooling with technology’ from 6 March–26 April 2020. Members of the Facebook group were divided into eight role groups. A qualitative method study design was used and inductive thematic analysis of 130 messages posted by different roles was conducted. 72 messages were coded as expressing negative sentiments and describing various problems and challenges, which were then used to create a thematic map with seven main themes. Two themes (teachers’ unreadiness and problems related to technology) were reported by all stakeholder groups except members from government institutions, who did not post any messages about challenges. Seven main themes describing positives in the Facebook messages were identified using 58 messages coded as expressing positive sentiments. All role groups posted some messages about the positives but only the theme ‘Stress management’ was mentioned by all roles. Several themes (e.g., digital tools, teachers) included both negative and positive reports. The results help capture the effect of changing roles on challenges and positives experienced by different stakeholders during the implementation of emergency remote education, which can be used for future application of distance learning in education.
