Page 124 - Drobnič Janez, Pelc Stanko, Kukanja Gabrijelčič Mojca, Česnik Katarina, Cotič Nastja, Volmut Tadeja. Ur. 2023. Vzgoja in izobraževanje v času covida-19. Koper: Založba Univerze na Primorskem
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ja Krajnčan in Katja Frangež
from them a considerable degree of flexibility and professionalism. We want-
ed to know what, or which were these challenges and problems and how
additional professional assistance was performed online. The most com-
mon challenge faced by the providers of additional professional assistance
was motivating the students, followed by understanding the actual circum-
stances a child was going through during distance learning, explaining new
materials, and checking students’ work from home. They also pointed out
organization, restricting parents’ work (to only help children and not work
instead of them), teaching without concrete material and cooperation with
teachers.
The most common problem among providers of additional professional
assistance was the lack of students’ motivation, followed by problems with
the internet connection, inadequate technological support/equipment, non-
participation of students during joint videoconference calls and lack of eye
contact. A smaller percentage expressed ‘lack of feedback’ and ‘problems
with oneself’ (lacking knowledge, feeling helpless, lack of motivation, etc.).
The latter data is alarming, since 9 out of 36 surveyed providers of additional
professional assistance chose this answer, representing a quarter of all re-
spondents. This may also enable easier understanding of students’ lack of
motivation, especially of the vulnerable groups of children, in whom lack of
motivation problems arise or are related to their deficits, obstacles or disor-
ders.
In the questions where respondents had the opportunity to list the prob-
lems experienced during distance learning, they pointed out technical prob-
lems with ICT and problems with internet access, problems with motivation,
attention and concentration of children, lack of tools and concrete material,
exposure to distractions (loud siblings, listening to lessons in common family
rooms, students’ private chats during videoconferences, playing games dur-
ing online lessons and others), problems with students’ (un)responsiveness
or even unavailability as students did not want to participate or did not fol-
low agreements, lack of personal and eye contact, which also means difficult
continuous correction of errors, learning graphomotor and fine motor skills,
performing movement exercises and others.
We asked the providers of additional professional assistance regarding the
(non)implementation of additional professional assistance online sessions,
which closely coincides with all the above-mentioned problems. The rea-
sons for not performing those sessions were mostly problems with students’
(un)responsiveness and (non)participation, which can also be related to the
already mentioned motivation of children.
124
from them a considerable degree of flexibility and professionalism. We want-
ed to know what, or which were these challenges and problems and how
additional professional assistance was performed online. The most com-
mon challenge faced by the providers of additional professional assistance
was motivating the students, followed by understanding the actual circum-
stances a child was going through during distance learning, explaining new
materials, and checking students’ work from home. They also pointed out
organization, restricting parents’ work (to only help children and not work
instead of them), teaching without concrete material and cooperation with
teachers.
The most common problem among providers of additional professional
assistance was the lack of students’ motivation, followed by problems with
the internet connection, inadequate technological support/equipment, non-
participation of students during joint videoconference calls and lack of eye
contact. A smaller percentage expressed ‘lack of feedback’ and ‘problems
with oneself’ (lacking knowledge, feeling helpless, lack of motivation, etc.).
The latter data is alarming, since 9 out of 36 surveyed providers of additional
professional assistance chose this answer, representing a quarter of all re-
spondents. This may also enable easier understanding of students’ lack of
motivation, especially of the vulnerable groups of children, in whom lack of
motivation problems arise or are related to their deficits, obstacles or disor-
ders.
In the questions where respondents had the opportunity to list the prob-
lems experienced during distance learning, they pointed out technical prob-
lems with ICT and problems with internet access, problems with motivation,
attention and concentration of children, lack of tools and concrete material,
exposure to distractions (loud siblings, listening to lessons in common family
rooms, students’ private chats during videoconferences, playing games dur-
ing online lessons and others), problems with students’ (un)responsiveness
or even unavailability as students did not want to participate or did not fol-
low agreements, lack of personal and eye contact, which also means difficult
continuous correction of errors, learning graphomotor and fine motor skills,
performing movement exercises and others.
We asked the providers of additional professional assistance regarding the
(non)implementation of additional professional assistance online sessions,
which closely coincides with all the above-mentioned problems. The rea-
sons for not performing those sessions were mostly problems with students’
(un)responsiveness and (non)participation, which can also be related to the
already mentioned motivation of children.
124
