Page 242 - 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
such teaching strategies, which includes video conferencing, because in this
way conditions will be created for better communication and interaction
between students and teachers.
Specifics of Socio-Emotional Online Teaching during the COVID 19
Pandemic
The pandemic required emotional and social adjustment of students (Husky
et al. 2020; Romero-Blanco et al. 2020), and the unexpected transition to an
online learning environment in the form of virtual classrooms and tools re-
quired students to adapt to new learning environments where emotions,
contacts, cooperation, professors and colleagues were placed in a new and
unknown online dimension (Pokhrel and Chhetri 2021). Due to the unex-
pected, fast and unprepared transition to online teaching, where physical
and social contacts are severely limited, there was a danger that professors
would not establish adequate communication structures (Pelikan et al. 2021).
Changes in the organization of university learning during COVID-19 have
initiated a number of studies aimed at understanding students’ perceptions
of the emotional and social aspects of their learning experience.
A quantitative study of the emotional climate of university teaching involv-
ing 194 Australian students indicated that students’ experiences in isolation
during COVID-19 were weaker in the context of all observed socio-emotional
indicators than after the pandemic (McLure, Koul, and Fraser 2022).
Recently, researchers around the world have begun to address the fac-
tors that influence the motivation of students to learn or work with a com-
puter. In her study on motivational factors influencing e-learning, Selvi (2010)
found that in learning through technology the greatest motivating factors
are: learning process, teacher competencies, student participation, design of
online learning environment and time management.
The results of Pelikan et al.’s (2021) research indicate the importance of in-
trinsic motivation for adaptive behaviour in a distance learning environment,
where there is greater distance and students are more inclined to detach
from teaching. Other researches single out low motivation as the main ob-
stacle to online teaching (König, Jäger-Biela, and Glutsch 2020), and in ad-
dition to difficulties with motivation, there is a problem of online interac-
tion with professors and other students (Nguyen and Huynh 2020; Shahrokh
and Maslov 2021; Bačić and Krstinić 2020), and poorer comprehension of the
taught material and reduced concentration during classes (McLure, Koul, and
Fraser 2022). Bao (2020), in his case study, notes that due to reduced attention
and concentration of students during online classes it is necessary to adjust
242
such teaching strategies, which includes video conferencing, because in this
way conditions will be created for better communication and interaction
between students and teachers.
Specifics of Socio-Emotional Online Teaching during the COVID 19
Pandemic
The pandemic required emotional and social adjustment of students (Husky
et al. 2020; Romero-Blanco et al. 2020), and the unexpected transition to an
online learning environment in the form of virtual classrooms and tools re-
quired students to adapt to new learning environments where emotions,
contacts, cooperation, professors and colleagues were placed in a new and
unknown online dimension (Pokhrel and Chhetri 2021). Due to the unex-
pected, fast and unprepared transition to online teaching, where physical
and social contacts are severely limited, there was a danger that professors
would not establish adequate communication structures (Pelikan et al. 2021).
Changes in the organization of university learning during COVID-19 have
initiated a number of studies aimed at understanding students’ perceptions
of the emotional and social aspects of their learning experience.
A quantitative study of the emotional climate of university teaching involv-
ing 194 Australian students indicated that students’ experiences in isolation
during COVID-19 were weaker in the context of all observed socio-emotional
indicators than after the pandemic (McLure, Koul, and Fraser 2022).
Recently, researchers around the world have begun to address the fac-
tors that influence the motivation of students to learn or work with a com-
puter. In her study on motivational factors influencing e-learning, Selvi (2010)
found that in learning through technology the greatest motivating factors
are: learning process, teacher competencies, student participation, design of
online learning environment and time management.
The results of Pelikan et al.’s (2021) research indicate the importance of in-
trinsic motivation for adaptive behaviour in a distance learning environment,
where there is greater distance and students are more inclined to detach
from teaching. Other researches single out low motivation as the main ob-
stacle to online teaching (König, Jäger-Biela, and Glutsch 2020), and in ad-
dition to difficulties with motivation, there is a problem of online interac-
tion with professors and other students (Nguyen and Huynh 2020; Shahrokh
and Maslov 2021; Bačić and Krstinić 2020), and poorer comprehension of the
taught material and reduced concentration during classes (McLure, Koul, and
Fraser 2022). Bao (2020), in his case study, notes that due to reduced attention
and concentration of students during online classes it is necessary to adjust
242
