Page 247 - 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
The different spectrum of students’ emotional reactions in the context of
online teaching during COVID-19 confirms that emotions represent the sub-
jective response of each person to a new situation that a person characterizes
as important in order to adapt to it (Milivojević 2008, 12–22) and that this is
not the same for every student. Since emotions are individually based and
guided by the internal logic of the individual, it is necessary to respect an
individualized approach in teaching, respecting the emotions of individu-
als (Šindić 2021, 45–47) and thus also during online teaching. Starting from
the fact that emotional learning processes are very important (Chabot and
Chabot 2009, 91–173), and that we have noticed that students often associate
reduced motivation with an unpleasant emotional background within teach-
ing, motivation in online teaching should become a central concept of on-
line pedagogy. Also, the findings of the research indicate the importance of
developing students’ resilience through online activities that would help stu-
dents better understand themselves and their emotions (Lepičnik Vodopivec
and Šindić 2022). There is also a need to reduce the risk of stronger distract-
ing emotions such as discouragement, anxiety and fear concerning a good
and timely organization of teaching (Bao 2020) in accordance with the rec-
ommendations of online pedagogy.
Student Perception of Communication, Interaction and Cooperation
during Online Teaching
Teaching is a communication process where dry one-way communication
is not desirable, i.e. transmitting information as when watching TV. It is
important to achieve interaction between the participants, i.e. that there
is reciprocity and feedback. Cooperation between teaching participants is
achieved through their mutual supportive communication and interaction
(Radovanović and Kovačević 2020). More than two-thirds of the respondents
experienced online communication, interaction and cooperation worse in
terms of their quality and intensity compared to live teaching. This was also
expected because the social and emotional aspect of online teaching is of
lower quality, since there is less interaction and trust between students and
teachers (Anderson 2021) and too little contact among participants in the
educational process (Taber 2021).
Professors received much less feedback. However, it was difficult for us
students as well, because no one wanted to be exposed in this way [. . .]
Usually, you would rather wait for someone else to answer. (Respon-
dent 22, Slovenia)
247
The different spectrum of students’ emotional reactions in the context of
online teaching during COVID-19 confirms that emotions represent the sub-
jective response of each person to a new situation that a person characterizes
as important in order to adapt to it (Milivojević 2008, 12–22) and that this is
not the same for every student. Since emotions are individually based and
guided by the internal logic of the individual, it is necessary to respect an
individualized approach in teaching, respecting the emotions of individu-
als (Šindić 2021, 45–47) and thus also during online teaching. Starting from
the fact that emotional learning processes are very important (Chabot and
Chabot 2009, 91–173), and that we have noticed that students often associate
reduced motivation with an unpleasant emotional background within teach-
ing, motivation in online teaching should become a central concept of on-
line pedagogy. Also, the findings of the research indicate the importance of
developing students’ resilience through online activities that would help stu-
dents better understand themselves and their emotions (Lepičnik Vodopivec
and Šindić 2022). There is also a need to reduce the risk of stronger distract-
ing emotions such as discouragement, anxiety and fear concerning a good
and timely organization of teaching (Bao 2020) in accordance with the rec-
ommendations of online pedagogy.
Student Perception of Communication, Interaction and Cooperation
during Online Teaching
Teaching is a communication process where dry one-way communication
is not desirable, i.e. transmitting information as when watching TV. It is
important to achieve interaction between the participants, i.e. that there
is reciprocity and feedback. Cooperation between teaching participants is
achieved through their mutual supportive communication and interaction
(Radovanović and Kovačević 2020). More than two-thirds of the respondents
experienced online communication, interaction and cooperation worse in
terms of their quality and intensity compared to live teaching. This was also
expected because the social and emotional aspect of online teaching is of
lower quality, since there is less interaction and trust between students and
teachers (Anderson 2021) and too little contact among participants in the
educational process (Taber 2021).
Professors received much less feedback. However, it was difficult for us
students as well, because no one wanted to be exposed in this way [. . .]
Usually, you would rather wait for someone else to answer. (Respon-
dent 22, Slovenia)
247
