Page 236 - 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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ina Bogatec, Sara Brezigar in Maja Mezgec
UNESCO. B. l. »Education: From Disruption to Recovery.« https://en.unesco.org
/covid19/educationresponse.
Distance Learning in Slovene-Medium and Slovene-Italian Bilingual
Primary Schools in Italy during the COVID-19 Epidemic
With the outbreak of the coronavirus epidemic in the beginning of March 2020,
secondary schools in the Italian Republic had to introduce distance learning
almost overnight and continue with it without interruption until the end of
the school year 2019/2020, heavily influencing the teaching process in the next
school year, as well. Minority schools in Italy, in particular schools with Slovene
as the language of instruction, had to face this challenge. The paper presents
the results of a quantitative research, carried out by the Slovene Research In-
stitute in Trieste among teachers and students. In the article, the authors note
that the implementation of distance learning did not show significant chal-
lenges in using ICT tools, that students missed social contacts and experienced
a drop in motivation, and professors had significant challenges regarding eval-
uation. Professors and students largely agree that distance learning is an ap-
propriate way of teaching in emergencies, and some students also point to the
desire to increase the use of ICT tools in live teaching.
Keywords: remote teaching, distance learning, COVID-19, Italy, Slovene-medium
schools in Italy
236
UNESCO. B. l. »Education: From Disruption to Recovery.« https://en.unesco.org
/covid19/educationresponse.
Distance Learning in Slovene-Medium and Slovene-Italian Bilingual
Primary Schools in Italy during the COVID-19 Epidemic
With the outbreak of the coronavirus epidemic in the beginning of March 2020,
secondary schools in the Italian Republic had to introduce distance learning
almost overnight and continue with it without interruption until the end of
the school year 2019/2020, heavily influencing the teaching process in the next
school year, as well. Minority schools in Italy, in particular schools with Slovene
as the language of instruction, had to face this challenge. The paper presents
the results of a quantitative research, carried out by the Slovene Research In-
stitute in Trieste among teachers and students. In the article, the authors note
that the implementation of distance learning did not show significant chal-
lenges in using ICT tools, that students missed social contacts and experienced
a drop in motivation, and professors had significant challenges regarding eval-
uation. Professors and students largely agree that distance learning is an ap-
propriate way of teaching in emergencies, and some students also point to the
desire to increase the use of ICT tools in live teaching.
Keywords: remote teaching, distance learning, COVID-19, Italy, Slovene-medium
schools in Italy
236
