Page 412 - 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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ija Zlatić, Jelena Stamatović, and Mirjana Stakić
mension, i.e. the interaction between teachers and students, contributes to
their satisfaction with online teaching (Ðorić 2021). It is evident that student-
teacher interaction is one of the key factors in increasing satisfaction with an
online course (Sher 2009).
One of the most common conceptual models for effective online learn-
ing is the research community model where the ‘teacher’s presence’ in the
teaching process implies the unity of teaching, social and cognitive pres-
ence (Horzum 2015; Rivera Munoz, Baik, and Lodge 2020; Carrillo and Flo-
res 2020). This includes the content and the climate for learning developed
by the teacher, constructing interpersonal relationships and trust during the
process, and the teacher’s facilitative skills as well as building understanding
of content through teacher-student dialogue and reflection.
Communication and interaction in teaching is also very important among
students themselves. However, during the pandemic, the manner of com-
munication among students was significantly changed, since socializing and
belonging to a group were limited in virtual classrooms. Students with less
ability to regulate their own learning did not have direct support from teach-
ers, and videos, digital content, and discussion forums often did not provide
them with the expected learning outcomes (Rashid and Yadav 2020). An-
other study shows that students find that online teaching offers fewer op-
portunities to interact with others compared to regular classroom teaching
(Bali and Liu 2018). Student-teacher and student-student interaction are im-
portant factors in the teaching process and have a positive impact on learn-
ing outcomes. Interaction with the teacher is associated with increasing the
level of students’ engagement in the learning process as well as their motiva-
tion. Interaction with other students and strong interpersonal relationships
increase students’ sense of belonging to the group and affect their persever-
ance in studies (Rivera Munoz, Baik, and Lodge 2020).
Another challenge of online teaching during the pandemic was the evalu-
ation of teaching work, as well as the learning processes and students’ results.
Some research findings (Gomez Recio and Colella2020; Salmi 2020) show that
in online teaching there can be a problem with students’ assessments and
the way exams were taken. It was also an additional challenge for teachers
in terms of finding ways to overcome cheating and plagiarism by students in
exams (Sahu 2020). Many teachers faced a lack of student self-discipline and
appropriate attitudes toward learning during online teaching. Dissatisfaction
with the assessment procedures was also seen in the students’ responses.
The results of the qualitative study showed that students were not satisfied
with online teaching, and they had more difficulties in preparing for exams;
412
mension, i.e. the interaction between teachers and students, contributes to
their satisfaction with online teaching (Ðorić 2021). It is evident that student-
teacher interaction is one of the key factors in increasing satisfaction with an
online course (Sher 2009).
One of the most common conceptual models for effective online learn-
ing is the research community model where the ‘teacher’s presence’ in the
teaching process implies the unity of teaching, social and cognitive pres-
ence (Horzum 2015; Rivera Munoz, Baik, and Lodge 2020; Carrillo and Flo-
res 2020). This includes the content and the climate for learning developed
by the teacher, constructing interpersonal relationships and trust during the
process, and the teacher’s facilitative skills as well as building understanding
of content through teacher-student dialogue and reflection.
Communication and interaction in teaching is also very important among
students themselves. However, during the pandemic, the manner of com-
munication among students was significantly changed, since socializing and
belonging to a group were limited in virtual classrooms. Students with less
ability to regulate their own learning did not have direct support from teach-
ers, and videos, digital content, and discussion forums often did not provide
them with the expected learning outcomes (Rashid and Yadav 2020). An-
other study shows that students find that online teaching offers fewer op-
portunities to interact with others compared to regular classroom teaching
(Bali and Liu 2018). Student-teacher and student-student interaction are im-
portant factors in the teaching process and have a positive impact on learn-
ing outcomes. Interaction with the teacher is associated with increasing the
level of students’ engagement in the learning process as well as their motiva-
tion. Interaction with other students and strong interpersonal relationships
increase students’ sense of belonging to the group and affect their persever-
ance in studies (Rivera Munoz, Baik, and Lodge 2020).
Another challenge of online teaching during the pandemic was the evalu-
ation of teaching work, as well as the learning processes and students’ results.
Some research findings (Gomez Recio and Colella2020; Salmi 2020) show that
in online teaching there can be a problem with students’ assessments and
the way exams were taken. It was also an additional challenge for teachers
in terms of finding ways to overcome cheating and plagiarism by students in
exams (Sahu 2020). Many teachers faced a lack of student self-discipline and
appropriate attitudes toward learning during online teaching. Dissatisfaction
with the assessment procedures was also seen in the students’ responses.
The results of the qualitative study showed that students were not satisfied
with online teaching, and they had more difficulties in preparing for exams;
412
