Page 248 - 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
P. 248
ksandra Šindić and Jurka Lepičnik Vodopivec
Analysing student responses, we noticed that the online environment fur-
ther discourages shy and withdrawn students. Worse effects were also ob-
served in the less motivated, and in groups where students did not know
each other before switching to online classes. In other situations, the limita-
tions of online teaching have been overcome more easily. Students cite the
following as difficulties for online interaction and collaboration: ‘it is harder
to answer, turn on the microphone and say something and answer than live’
(respondent 26, Slovenia), ‘debate or discussion is harder to lead’ (respon-
dent 36, Slovenia), ‘we do not see each other, facial expressions, gestures’
(respondent 26, BiH), ‘sometimes the connection is bad’ (respondent 14, BiH),
‘they cannot spontaneously exchange opinions’ (respondent 3, Slovenia), ‘it
is harder to ask questions and express dilemmas’ (respondent 18, BiH), ‘co-
operation was more business and more limited, less support because we do
not know each other well’ (respondent 3, BiH). While some felt ‘as if no one
was listening to you’ (respondent 9, Slovenia), others avoided communica-
tion due to discomfort ‘when everyone was watching and listening only to
you on camera’ (respondent 22, Slovenia). First-year students characterized
their cooperation the worst because they had not known each other person-
ally before.
For communication, interaction and cooperation to be satisfactory in the
new online environment ‘more incentives were needed for cooperation be-
tween professors and students’ (respondent 16, Slovenia), and students used
special online rooms, Zoom, and Viber groups. ‘Since the communication
does not take place on a face-to-face basis, when asking questions there is
an option to raise your hand’ (respondent 7, BiH). ‘Professors were more ap-
proachable and tried to respond quickly to students in the online classroom,
by email or phone’ (respondent 4, BiH) and ‘sent all necessary literature’ (re-
spondent 5, BiH). These and similar student responses can be used as guide-
lines for enhancing interaction and cooperation in a different environment
than usual. We noticed that the obstacles were successfully overcome, based
on student responses such as these:
The relationship, the interaction between us students has not changed.
We stand by each other, support each other, encourage each other and
come to help – if not personally, then at a distance. Perhaps this experi-
ence of working remotely as a class connected us even more. (Respon-
dent 12, Slovenia)
There was no big difference. We were able to clearly talk to the profes-
sor during the online classes. (Respondent 15, BiH)
248
Analysing student responses, we noticed that the online environment fur-
ther discourages shy and withdrawn students. Worse effects were also ob-
served in the less motivated, and in groups where students did not know
each other before switching to online classes. In other situations, the limita-
tions of online teaching have been overcome more easily. Students cite the
following as difficulties for online interaction and collaboration: ‘it is harder
to answer, turn on the microphone and say something and answer than live’
(respondent 26, Slovenia), ‘debate or discussion is harder to lead’ (respon-
dent 36, Slovenia), ‘we do not see each other, facial expressions, gestures’
(respondent 26, BiH), ‘sometimes the connection is bad’ (respondent 14, BiH),
‘they cannot spontaneously exchange opinions’ (respondent 3, Slovenia), ‘it
is harder to ask questions and express dilemmas’ (respondent 18, BiH), ‘co-
operation was more business and more limited, less support because we do
not know each other well’ (respondent 3, BiH). While some felt ‘as if no one
was listening to you’ (respondent 9, Slovenia), others avoided communica-
tion due to discomfort ‘when everyone was watching and listening only to
you on camera’ (respondent 22, Slovenia). First-year students characterized
their cooperation the worst because they had not known each other person-
ally before.
For communication, interaction and cooperation to be satisfactory in the
new online environment ‘more incentives were needed for cooperation be-
tween professors and students’ (respondent 16, Slovenia), and students used
special online rooms, Zoom, and Viber groups. ‘Since the communication
does not take place on a face-to-face basis, when asking questions there is
an option to raise your hand’ (respondent 7, BiH). ‘Professors were more ap-
proachable and tried to respond quickly to students in the online classroom,
by email or phone’ (respondent 4, BiH) and ‘sent all necessary literature’ (re-
spondent 5, BiH). These and similar student responses can be used as guide-
lines for enhancing interaction and cooperation in a different environment
than usual. We noticed that the obstacles were successfully overcome, based
on student responses such as these:
The relationship, the interaction between us students has not changed.
We stand by each other, support each other, encourage each other and
come to help – if not personally, then at a distance. Perhaps this experi-
ence of working remotely as a class connected us even more. (Respon-
dent 12, Slovenia)
There was no big difference. We were able to clearly talk to the profes-
sor during the online classes. (Respondent 15, BiH)
248
