Page 419 - 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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Students’ Perspectives on Teaching and Learning in an Online Environment
Interaction and communication among students is a significant factor in
the teaching and learning process. The observations of students in our re-
search have shown that communication with colleagues was present, but
mainly through mobile phone applications (Viber, WhatsApp, etc.). They
missed direct interaction in the learning process in the classroom, as well
as socializing with each other.
During the distance learning, there was no spontaneous communica-
tion, which is always accompanied by immediate emotions, there was
no joy.
I missed direct contact with colleagues.
Mutual interaction and communication of students develops a sense of
belonging to the group and creates favourable interpersonal relationships.
Research by a group of authors shows that positive interaction among stu-
dents has an impact on their perseverance in studying (Rivera Munoz, Baik,
and Lodge 2020).
Several students who participated in our research commented that they
were considering dropping out of their studies, among other things, due to
the pandemic circumstances.
Self-Efficacy in Learning in an Online Environment
Personal experiences of the surveyed students have shown that there were
problems related to motivation, concentration, attention and interest in
learning during online teaching. Researches conducted in the previous two
years during the pandemic have also indicated results that highlight these
problems (Aguilera-Hermida 2020; Cicha et al. 2021; Mishra, Gupta, and Shree
2020; Money and Dean 2019; Wang et al. 2019).
The circumstances that influenced self-efficacy of students in our research
are the following: organization of time, high concentration of tasks and re-
quirements in a short time interval and with short deadlines, organization
of teaching that was not in line with the schedule in regular circumstances,
flexible structured time for working at home, impossibility of quick selection
of information priorities, and difficulties in understanding the materials and
preparation of assignments when it came to practical skills within individual
subjects.
It was difficult to organize learning, there used to be a lot of information
and tasks we had to do in a short time.
419
Interaction and communication among students is a significant factor in
the teaching and learning process. The observations of students in our re-
search have shown that communication with colleagues was present, but
mainly through mobile phone applications (Viber, WhatsApp, etc.). They
missed direct interaction in the learning process in the classroom, as well
as socializing with each other.
During the distance learning, there was no spontaneous communica-
tion, which is always accompanied by immediate emotions, there was
no joy.
I missed direct contact with colleagues.
Mutual interaction and communication of students develops a sense of
belonging to the group and creates favourable interpersonal relationships.
Research by a group of authors shows that positive interaction among stu-
dents has an impact on their perseverance in studying (Rivera Munoz, Baik,
and Lodge 2020).
Several students who participated in our research commented that they
were considering dropping out of their studies, among other things, due to
the pandemic circumstances.
Self-Efficacy in Learning in an Online Environment
Personal experiences of the surveyed students have shown that there were
problems related to motivation, concentration, attention and interest in
learning during online teaching. Researches conducted in the previous two
years during the pandemic have also indicated results that highlight these
problems (Aguilera-Hermida 2020; Cicha et al. 2021; Mishra, Gupta, and Shree
2020; Money and Dean 2019; Wang et al. 2019).
The circumstances that influenced self-efficacy of students in our research
are the following: organization of time, high concentration of tasks and re-
quirements in a short time interval and with short deadlines, organization
of teaching that was not in line with the schedule in regular circumstances,
flexible structured time for working at home, impossibility of quick selection
of information priorities, and difficulties in understanding the materials and
preparation of assignments when it came to practical skills within individual
subjects.
It was difficult to organize learning, there used to be a lot of information
and tasks we had to do in a short time.
419
