Page 245 - 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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Social and Emotional Aspects of the Implementation of the Pedagogical Process
During online learning, I felt a higher level of stress than when studying
live, especially during exams. I conclude that this was due to loneliness
and the inability to learn in a group. Therefore, I felt a higher level of
anxiety and isolation. (Respondent 11, Slovenia)
[. . .] tension, stress, apathy, lethargy, pessimism, a sense of regression
[. . .] I definitely felt worse than during the usual live classes [. . .] (Re-
spondent 31, Slovenia)
I was afraid that I would not be able to cope with the new obligations.
(Respondent 33, BiH)
A number of students cite as the reasons for more pronounced pessimistic
emotions, worries, anxiety and the greater responsibilities that they received
from professors, that they had problems with organization (observed in
younger students), monotony, reduced motivation and concentration on
material (especially during longer lectures and looking at the screen), too
rare and short breaks in the lecture schedule, etc. Some of the above could
be partly explained by the undeveloped online pedagogical approach (Craw-
ford et al. 2020).
It’s harder to get organized and schedule responsibilities, so I get a
sense of confusion and worry. (Respondent 7, Slovenia)
I had a hard time keeping my attention on the lectures, concentration
and motivation decreased, especially in the harder and longer lectures
without a break, and I was pessimistic and discouraged about the suc-
cess of the study. (Respondent 19, BiH)
Of all these factors, students associate the lack of motivation the most with
unpleasant emotions during online classes. Some note that motivation ‘had
to be acquired differently than in live teaching’ (respondent 15, Slovenia).
Decreased motivation is associated with a number of factors such as ‘more
interesting activities at home that distract from teaching (hanging out with
friends, family . . .)’ (respondent 27, BiH), and ‘lectures were not stimulating . . .
only some of the teaching methods of the professors were interesting, such
as problem-based work and discussion, writing and presenting essays, solv-
ing quizzes and gaining points’ (respondent 8, Slovenia). Some students cite
that ‘socializing would improve their motivation, and not so much the orga-
nization of a certain subject’ (respondent 11, Slovenia), while others cite that
‘theory without practice was monotonous and demotivating’ (respondent
245
During online learning, I felt a higher level of stress than when studying
live, especially during exams. I conclude that this was due to loneliness
and the inability to learn in a group. Therefore, I felt a higher level of
anxiety and isolation. (Respondent 11, Slovenia)
[. . .] tension, stress, apathy, lethargy, pessimism, a sense of regression
[. . .] I definitely felt worse than during the usual live classes [. . .] (Re-
spondent 31, Slovenia)
I was afraid that I would not be able to cope with the new obligations.
(Respondent 33, BiH)
A number of students cite as the reasons for more pronounced pessimistic
emotions, worries, anxiety and the greater responsibilities that they received
from professors, that they had problems with organization (observed in
younger students), monotony, reduced motivation and concentration on
material (especially during longer lectures and looking at the screen), too
rare and short breaks in the lecture schedule, etc. Some of the above could
be partly explained by the undeveloped online pedagogical approach (Craw-
ford et al. 2020).
It’s harder to get organized and schedule responsibilities, so I get a
sense of confusion and worry. (Respondent 7, Slovenia)
I had a hard time keeping my attention on the lectures, concentration
and motivation decreased, especially in the harder and longer lectures
without a break, and I was pessimistic and discouraged about the suc-
cess of the study. (Respondent 19, BiH)
Of all these factors, students associate the lack of motivation the most with
unpleasant emotions during online classes. Some note that motivation ‘had
to be acquired differently than in live teaching’ (respondent 15, Slovenia).
Decreased motivation is associated with a number of factors such as ‘more
interesting activities at home that distract from teaching (hanging out with
friends, family . . .)’ (respondent 27, BiH), and ‘lectures were not stimulating . . .
only some of the teaching methods of the professors were interesting, such
as problem-based work and discussion, writing and presenting essays, solv-
ing quizzes and gaining points’ (respondent 8, Slovenia). Some students cite
that ‘socializing would improve their motivation, and not so much the orga-
nization of a certain subject’ (respondent 11, Slovenia), while others cite that
‘theory without practice was monotonous and demotivating’ (respondent
245
