Page 244 - 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
conditions and we noticed that they represent the authentic experiences of
students about the socio-emotional specifics of the online learning environ-
ment during the COVID-19 pandemic. We also found that the data contain
the potential for inductive construction of local character theory, which is
one of the indicators of instrument validity (Merriam and Tisdell 2015).
Through thematic content analysis (Kuckartz 2014; Vilig 2016) of student re-
sponses and relevant literature, we singled out interrelated categories.
Emotional and Social Specifics of Learning during the COVID-19
Pandemic: Results and Discussion
Starting from the fact that the online learning environment is emotionally
and socially changed and impoverished (Rupnik Vec et al. 2020) and already
available scientific knowledge and research, we tried to better understand
their socio-emotional experience of the online teaching process through
thematic analysis of student responses. Reading the students’ answers, we
paid special attention to repetitive elements that shed light on the specifics
of the emotional and social online environment for students and their learn-
ing and tried to point out the implications of online pedagogy. In accordance
with the nature of the research problem and student answers, two categories
were singled out: Student satisfaction with online teaching and perception of
one’s own emotional experience and Student perception of communication, in-
teraction and cooperation during online teaching.
Student Satisfaction with Online Teaching and Perception of One’s Own
Emotional Experience
Most of the respondents associate online teaching with more uncomfortable
feelings compared to live teaching (face to face).
During online learning, I felt less interested in study work, I attended
lectures and exercises with less joy [. . .] (Respondent 13, Slovenia)
The most dominant unpleasant emotions that students cite are confu-
sion and tension, followed by worry, fear, stress, anxiety, discouragement,
pessimism, distraction, lack of will to continue studying, and despondency,
which could be explained by a sudden (stressful) change and the need for a
sudden socio-emotional adjustment to the new situation (Husky et al. 2020).
I felt quite anxious and nervous about the whole situation. (Respon-
dent 25, BiH)
244
conditions and we noticed that they represent the authentic experiences of
students about the socio-emotional specifics of the online learning environ-
ment during the COVID-19 pandemic. We also found that the data contain
the potential for inductive construction of local character theory, which is
one of the indicators of instrument validity (Merriam and Tisdell 2015).
Through thematic content analysis (Kuckartz 2014; Vilig 2016) of student re-
sponses and relevant literature, we singled out interrelated categories.
Emotional and Social Specifics of Learning during the COVID-19
Pandemic: Results and Discussion
Starting from the fact that the online learning environment is emotionally
and socially changed and impoverished (Rupnik Vec et al. 2020) and already
available scientific knowledge and research, we tried to better understand
their socio-emotional experience of the online teaching process through
thematic analysis of student responses. Reading the students’ answers, we
paid special attention to repetitive elements that shed light on the specifics
of the emotional and social online environment for students and their learn-
ing and tried to point out the implications of online pedagogy. In accordance
with the nature of the research problem and student answers, two categories
were singled out: Student satisfaction with online teaching and perception of
one’s own emotional experience and Student perception of communication, in-
teraction and cooperation during online teaching.
Student Satisfaction with Online Teaching and Perception of One’s Own
Emotional Experience
Most of the respondents associate online teaching with more uncomfortable
feelings compared to live teaching (face to face).
During online learning, I felt less interested in study work, I attended
lectures and exercises with less joy [. . .] (Respondent 13, Slovenia)
The most dominant unpleasant emotions that students cite are confu-
sion and tension, followed by worry, fear, stress, anxiety, discouragement,
pessimism, distraction, lack of will to continue studying, and despondency,
which could be explained by a sudden (stressful) change and the need for a
sudden socio-emotional adjustment to the new situation (Husky et al. 2020).
I felt quite anxious and nervous about the whole situation. (Respon-
dent 25, BiH)
244
