Abstract
The current study investigates the reason for parents and children's paradoxical perceptions of online learning, determining factors, and the impact of these differences on their relationships. This research employs qualitative data collection and analysis approaches. Twenty-five parents and their children studying at an elementary school and participating in mentoring activities in Malang, Indonesia, were recruited based on the school principal's recommendation. The data were collected using in-depth interview techniques with parents and their children and observations during the counselling sessions and continuous mentoring sessions. The results show that parents and children perceived online learning paradoxically in three aspects: time, implementation process, and online learning media. Parents tend to perceive online learning negatively, while children perceive it positively. The difference in perception is caused by different expectations and attitudes towards online learning and the family's socioeconomic conditions during the Covid-19 pandemic. The differences in perceptions trigger parent-child conflicts indicated by poor communication, negative labelling, and physical violence. Three policy recommendations are proposed to address the issue during times of crisis, including the Covid-19 pandemic.