Page 240 - 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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ksandra Šindić and Jurka Lepičnik Vodopivec
environment was changed overnight, forcing people to change their daily
routines and adapt to new circumstances. The pandemic has also shaken
education systems around the world. Due to the pandemic, kindergartens,
schools and universities were closed for some time, and teachers and stu-
dents were forced to find and adapt to new circumstances. The closure of
educational institutions at all levels has challenged the position of both stu-
dents and teachers in the learning process (Perućica et al. 2021). The COVID-19
pandemic obliged universities and other educational institutions in Slove-
nia and Bosnia and Herzegovina to switch to distance learning at short no-
tice, obliging them to transfer the pedagogical process to the online envi-
ronment. Teachers had to adapt their teaching to the new situation, regard-
less of whether they were ready for it or had the conditions for it, and this
transition was a significant physical, mental and financial challenge for both
teachers and students (Kuzmanovic 2021). Often, the challenging process of
distance learning was further complicated by inadequate digital competen-
cies of professors and students, insufficient pedagogical knowledge to orga-
nize the teaching of certain subjects online and various infrastructural prob-
lems. Professors and students in both countries, as was the case in coun-
tries around the world, entered the process of distance learning unprepared
and had to cope with that on the spot. In the absence of strong instructions
or guidance from relevant services, distance learning was left to professors
and their resourcefulness, which made the beginning even harder and more
stressful for them and the students. Discomfort occurred with both students
and teachers, especially due to an unavailable or unaffordable internet con-
nection and purchase of digital aids, difficulty in getting acquainted with on-
line tools, feelings of isolation and lack of personal contact, and unfavourable
conditions for socialization (Perućica et al. 2021). At the same time, the au-
thors draw attention to the fact that online learning has contributed to the
protection of the health of professors and students from COVID-19 and that
it has also raised issues related to other aspects of health, especially mental
health.
Online Learning
Distance education, also known as online learning, is, according to Kee-
gan (2003), a form of education characterized by the lack of direct con-
tact between teachers and students, as they are physically separated; dis-
tance learning is organized by an educational organization and takes place
through different media, and communication between teachers and stu-
dents usually takes place through different media of audio and video com-
240
environment was changed overnight, forcing people to change their daily
routines and adapt to new circumstances. The pandemic has also shaken
education systems around the world. Due to the pandemic, kindergartens,
schools and universities were closed for some time, and teachers and stu-
dents were forced to find and adapt to new circumstances. The closure of
educational institutions at all levels has challenged the position of both stu-
dents and teachers in the learning process (Perućica et al. 2021). The COVID-19
pandemic obliged universities and other educational institutions in Slove-
nia and Bosnia and Herzegovina to switch to distance learning at short no-
tice, obliging them to transfer the pedagogical process to the online envi-
ronment. Teachers had to adapt their teaching to the new situation, regard-
less of whether they were ready for it or had the conditions for it, and this
transition was a significant physical, mental and financial challenge for both
teachers and students (Kuzmanovic 2021). Often, the challenging process of
distance learning was further complicated by inadequate digital competen-
cies of professors and students, insufficient pedagogical knowledge to orga-
nize the teaching of certain subjects online and various infrastructural prob-
lems. Professors and students in both countries, as was the case in coun-
tries around the world, entered the process of distance learning unprepared
and had to cope with that on the spot. In the absence of strong instructions
or guidance from relevant services, distance learning was left to professors
and their resourcefulness, which made the beginning even harder and more
stressful for them and the students. Discomfort occurred with both students
and teachers, especially due to an unavailable or unaffordable internet con-
nection and purchase of digital aids, difficulty in getting acquainted with on-
line tools, feelings of isolation and lack of personal contact, and unfavourable
conditions for socialization (Perućica et al. 2021). At the same time, the au-
thors draw attention to the fact that online learning has contributed to the
protection of the health of professors and students from COVID-19 and that
it has also raised issues related to other aspects of health, especially mental
health.
Online Learning
Distance education, also known as online learning, is, according to Kee-
gan (2003), a form of education characterized by the lack of direct con-
tact between teachers and students, as they are physically separated; dis-
tance learning is organized by an educational organization and takes place
through different media, and communication between teachers and stu-
dents usually takes place through different media of audio and video com-
240
