The Wimmera's parents said they faced many challenges during the learning at the home period of 2020, including work-life balance and internet access.
This comes as advocacy group the Wimmera Development Association drafts its COVID-19 learning from home report.
The group aimed to unveil the varied impacts of remote learning in a study that looked at families' experiences of the past year.
Horsham mother, Yolande Grosser, had her three daughters learning from home during 2020, with the daughters in year 12, year 10, and year eight.
"I was lucky because I have teenagers, so two of them went off and did their own thing. Only my year eight really needed my assistance," she said.
"One of my girlfriends had a toddler pulling out laptop cords and a grade one child who needed things to be read to him.
"We were doing the same job, the same hours at home - but it was a totally different challenge."
The interview team for the study spoke to many parents across the region.
Common findings included parents having to take leave to focus on their children, a reliance on women to handle the brunt of education duties, and renewed insight into children's school life.
Mrs Grosser said her two eldest daughters handled the lockdown well and adjusted to the self-driven remote learning experience.
Mrs Grosser had trouble with her 14-year-old daughter, who struggled with engagement.
"I was thinking it was important to keep up to speed, don't want to be left behind. I learned so much about her learning style," she said.
"I had to remember my algebra. That would happen to parents all over the place, it was amazing how much you remember from your school days."
Researcher Dr Cathy Tischler led the Wimmera Development Association study. She said her research found an increased pressure on parents to provide learning supervision - especially women.
"Learning from home was labor-intensive for parents of younger children and more than half of all families reported spending six or more hours supporting their children with learning from home," she said.
"Women with the highest levels of education, and the lowest levels, both identified the most significant struggles."
Working 17.5 hours a week, Mrs Grosser said she was well-positioned to provide learning at home to her children - but still struggled with the many moving parts required.
"This meant getting up before everyone else, as usual, and working a couple of hours before 'school', then making sure the girls had everything they needed and trying to squeeze more hours of work between interruptions," she said.
"I don't understand how anyone could work full time, parent, and teach their own kids."
The study found that while some families could share the load, women took the majority of the brunt of caring for children during remote learning.
Mrs Grosser agreed with the findings and said her husband saw no change to his working hours - resulting in her having to manage most of the learning.
"The whole 'online learning' challenge was one he did not experience, and I'm sure this was the same for many other families," she said.
The study also looked at home internet access could impact the quality of education children received.
A mother from Brimpaen said her family had to double their internet package to cope with increased internet usage due to remote learning.
This was consistent with the Wimmera Development Association study findings - head researcher Dr Cathy Tischler said their research showed many families had to take on many extra costs to assure their children could access the coursework.
"There was a lot of perseverance by families coping with poor or intermittent internet connection; some incurring significant additional costs to ensure they had the technology and access they needed - costs which ranged from hundreds of dollars to around $3000. But paying more for internet didn't necessarily drive better results," she said.
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