Page 250 - 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
Pedagogical Implications
The thematic analysis of student responses and contemporary research on
this topic, in order to improve the socio-emotional online learning environ-
ment, identified the need for:
– enriching online teaching with contents that support students’ re-
silience in stressful situations,
– good organization of teaching and timely informing of students, which
increases safety and reduces stress,
– additional and more emphasized encouragement of students to activ-
ity,
– adjusting the volume, pace, speed and presentation of content while
taking more frequent breaks than in live classes,
– preventing monotony (which is more common during online classes)
with various contents, activities and methods,
– modelling teaching so that students can express themselves by using
various online means and finding new ways of virtual communication,
– individualizing the teaching process in the direction of improving the
socio-emotional climate of online teaching,
– initiating and/or supporting student cooperation through peer co-
education where students with positive emotional and social expe-
riences of online teaching will advise and encourage other students,
– combining online and live teaching, which reduces the negative ten-
dencies of online teaching in the direction of cooperation, interaction
and motivation.
All this points to the need for a broad expert discussion to find a solution to
remove the drawbacks, which should include not only educators but also ed-
ucation policymakers in each country by examining whether distance learn-
ing is functional in similar emergencies in the future. Educators need to be
empowered to act in times of crisis, as this is the only way to fulfil their mis-
sion in a society of the future where technology and society are in a new era
of developing their relationship, which seems crucial in the times of crisis that
we are experiencing (Williamson, Eynon, and Potter 2020).
References
Anderson, L. 2021. ‘Schooling Interrupted: Educating Children and Youth in the
COVID-19 Era.’ Center for Educational Policy Studies Journal 11 (Special Issue):
17–38.
250
Pedagogical Implications
The thematic analysis of student responses and contemporary research on
this topic, in order to improve the socio-emotional online learning environ-
ment, identified the need for:
– enriching online teaching with contents that support students’ re-
silience in stressful situations,
– good organization of teaching and timely informing of students, which
increases safety and reduces stress,
– additional and more emphasized encouragement of students to activ-
ity,
– adjusting the volume, pace, speed and presentation of content while
taking more frequent breaks than in live classes,
– preventing monotony (which is more common during online classes)
with various contents, activities and methods,
– modelling teaching so that students can express themselves by using
various online means and finding new ways of virtual communication,
– individualizing the teaching process in the direction of improving the
socio-emotional climate of online teaching,
– initiating and/or supporting student cooperation through peer co-
education where students with positive emotional and social expe-
riences of online teaching will advise and encourage other students,
– combining online and live teaching, which reduces the negative ten-
dencies of online teaching in the direction of cooperation, interaction
and motivation.
All this points to the need for a broad expert discussion to find a solution to
remove the drawbacks, which should include not only educators but also ed-
ucation policymakers in each country by examining whether distance learn-
ing is functional in similar emergencies in the future. Educators need to be
empowered to act in times of crisis, as this is the only way to fulfil their mis-
sion in a society of the future where technology and society are in a new era
of developing their relationship, which seems crucial in the times of crisis that
we are experiencing (Williamson, Eynon, and Potter 2020).
References
Anderson, L. 2021. ‘Schooling Interrupted: Educating Children and Youth in the
COVID-19 Era.’ Center for Educational Policy Studies Journal 11 (Special Issue):
17–38.
250
