Page 418 - 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
Communication and Interaction with Teachers and Colleagues
Within this topic, we singled out two sub-topics important for the successful
implementation of online teaching: the first was related to communication
and interaction between students and teachers, and the second to commu-
nication and interaction among students. The separation of teachers from
students has been observed as a disruptive factor in some studies by both
teachers and students (Ðorić 2021). From the position of students, in our re-
search, they cited as a problem the lack of two-way communication with
teachers, where lecturers taught without interaction with students. Also, spo-
radically, teachers only delivered learning materials without instructions, ex-
planations or any communication. In such situations, there occurred plagia-
rism of students’ assignments and seminar papers because they did not ex-
pect any feedback.
It was very monotonous when the teacher was just talking.
We did not have much time for additional explanations and discussion,
even in situations when we could see and hear teachers, because there
was a lot of noise, as well as delays in image and sound.
When working on the material we received, there was no opportunity
for accompanying explanations and questions.
In some cases, we sent our assignments, which we took over from our
colleagues and just copy-pasted them.
The surveyed students shared positive experiences related to individual
consultations with teachers using various online forms (Zoom, Skype, Google
Meet, etc.). In these cases, the communication was effective for the students
because it was organized ‘face-to-face,’ so they had the opportunity to ask
questions and get additional explanations.
The consultations were good and meaningful because they took place
directly in a student-teacher manner, so we had the opportunity to ask
questions and get feedback.
Research findings show that online teaching provides fewer opportunities
for teacher-student interaction than classroom teaching. The teacher in the
classroom has more opportunities to create a stimulating climate for learn-
ing and interaction compared to what online teaching can offer (Bali and Liu
2018; Rashid and Yadav 2020).
418
Communication and Interaction with Teachers and Colleagues
Within this topic, we singled out two sub-topics important for the successful
implementation of online teaching: the first was related to communication
and interaction between students and teachers, and the second to commu-
nication and interaction among students. The separation of teachers from
students has been observed as a disruptive factor in some studies by both
teachers and students (Ðorić 2021). From the position of students, in our re-
search, they cited as a problem the lack of two-way communication with
teachers, where lecturers taught without interaction with students. Also, spo-
radically, teachers only delivered learning materials without instructions, ex-
planations or any communication. In such situations, there occurred plagia-
rism of students’ assignments and seminar papers because they did not ex-
pect any feedback.
It was very monotonous when the teacher was just talking.
We did not have much time for additional explanations and discussion,
even in situations when we could see and hear teachers, because there
was a lot of noise, as well as delays in image and sound.
When working on the material we received, there was no opportunity
for accompanying explanations and questions.
In some cases, we sent our assignments, which we took over from our
colleagues and just copy-pasted them.
The surveyed students shared positive experiences related to individual
consultations with teachers using various online forms (Zoom, Skype, Google
Meet, etc.). In these cases, the communication was effective for the students
because it was organized ‘face-to-face,’ so they had the opportunity to ask
questions and get additional explanations.
The consultations were good and meaningful because they took place
directly in a student-teacher manner, so we had the opportunity to ask
questions and get feedback.
Research findings show that online teaching provides fewer opportunities
for teacher-student interaction than classroom teaching. The teacher in the
classroom has more opportunities to create a stimulating climate for learn-
ing and interaction compared to what online teaching can offer (Bali and Liu
2018; Rashid and Yadav 2020).
418
