Page 414 - 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
Certain researches show some difficulties in online teaching from the posi-
tion of students, such as loss of attention, mismatch of learning pace with the
speed of the teacher’s exposition, and lack of discipline when learning from
home due to inadequate supervision by teachers (Bączek et al. 2021; Mishra,
Gupta, and Shree 2020; Mukhtar et al. 2020).
The socio-economic status of students can be a significant individual vari-
able, primarily through the existence or non-existence of technical and spa-
tial conditions for attending lectures from home (Edmunds et al. 2021). Online
learning in higher education often costs less for students’ families compared
to the situation when they are studying away from their home places, espe-
cially when it comes to travel costs and their living separately (Kenzig 2015).
Technical factors are very important for the implementation of online
learning and teaching. In other words, if teachers and students have good
technical support, if they are equipped with e-learning tools and positively
evaluate e-learning tools, they are likely to be more motivated and cogni-
tively engaged. The results of the Polish study show that students who have
never encountered this form of teaching report technical problems as the
biggest problem (Bączek et al. 2021). Better training in digital technologies
can mean less cognitive load, and therefore greater efficiency and motiva-
tion. In such situations, greater willingness of both teachers and students to
use technology is expected, as well as their faster adaptation to most aspects
of online teaching.
Researches show overlaps when it comes to the limiting circumstances of
online teaching, and advantages to a certain extent. Therefore, we decided to
examine more deeply the observations and experiences of students, namely
future class teachers, with online teaching during the COVID-19 pandemic.
Organization and implementation of online teaching at the Faculty of Ed-
ucation in Užice in the pandemic situation lasted one semester. The class
schedule was flexible, and based on the agreement between students and
course teachers. Teaching was implemented in the form of online lectures,
using the following digital tools: Google classroom, Zoom and Teams. Stu-
dents received individual or group feedback from the teacher, depending
on the tasks and previous agreement with the teacher. Exams were not held
online, but organized in a direct way.
Methodology
The aim of the study was to examine how students and future class teachers
perceived online teaching and what experience they gained in relation to
the learning conditions and factors that were present during the COVID-19
414
Certain researches show some difficulties in online teaching from the posi-
tion of students, such as loss of attention, mismatch of learning pace with the
speed of the teacher’s exposition, and lack of discipline when learning from
home due to inadequate supervision by teachers (Bączek et al. 2021; Mishra,
Gupta, and Shree 2020; Mukhtar et al. 2020).
The socio-economic status of students can be a significant individual vari-
able, primarily through the existence or non-existence of technical and spa-
tial conditions for attending lectures from home (Edmunds et al. 2021). Online
learning in higher education often costs less for students’ families compared
to the situation when they are studying away from their home places, espe-
cially when it comes to travel costs and their living separately (Kenzig 2015).
Technical factors are very important for the implementation of online
learning and teaching. In other words, if teachers and students have good
technical support, if they are equipped with e-learning tools and positively
evaluate e-learning tools, they are likely to be more motivated and cogni-
tively engaged. The results of the Polish study show that students who have
never encountered this form of teaching report technical problems as the
biggest problem (Bączek et al. 2021). Better training in digital technologies
can mean less cognitive load, and therefore greater efficiency and motiva-
tion. In such situations, greater willingness of both teachers and students to
use technology is expected, as well as their faster adaptation to most aspects
of online teaching.
Researches show overlaps when it comes to the limiting circumstances of
online teaching, and advantages to a certain extent. Therefore, we decided to
examine more deeply the observations and experiences of students, namely
future class teachers, with online teaching during the COVID-19 pandemic.
Organization and implementation of online teaching at the Faculty of Ed-
ucation in Užice in the pandemic situation lasted one semester. The class
schedule was flexible, and based on the agreement between students and
course teachers. Teaching was implemented in the form of online lectures,
using the following digital tools: Google classroom, Zoom and Teams. Stu-
dents received individual or group feedback from the teacher, depending
on the tasks and previous agreement with the teacher. Exams were not held
online, but organized in a direct way.
Methodology
The aim of the study was to examine how students and future class teachers
perceived online teaching and what experience they gained in relation to
the learning conditions and factors that were present during the COVID-19
414
