Page 420 - 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
The absence of the obligation to go to the faculty slowed me down and
gave me a sense of leisure.
We spent a lot of time at the computer and it was very tiring at times.
Researches identify difficulties for students during online teaching, such
as loss of attention, mismatch of learning pace with the speed of lecturer
exposition, as well as lack of self-discipline when learning from home (Bączek
et al. 2021; Mishra, Gupta, and Shree 2020; Mukhtar et al. 2020). When it comes
to attention, the students in our research also mentioned problems with this
and with concentration. Different situations caused the loss of attention and
concentration. They included working under pressure, short deadlines, many
tasks that were to be performed at the same time, lack of live communication
and monotony of exposure without feedback. Thinking about the pandemic
and the illness of others also distracted students.
Exams and Assessment of Knowledge after Online Lectures
One of the important aspects of teaching in general is assessment as part of
that process. Quality online teaching implies good planning of the form and
manner of monitoring and evaluating students. Having in mind the duration
of online classes at the Faculty of Education, whose students were in the sam-
ple, we decided to look at this aspect from the perspective of students in the
period after online teaching that did not last long, more precisely, less than
one semester. In the interviews, the students stated they had difficulties in
the exams, which were reflected in the following: students’ expectations for
the reduction of exam requirements, which was not present, and the harmo-
nization of exam requirements with what was provided during online classes.
The following students’ statements can illustrate this:
We had difficulties during the exam, a lot more information was re-
quested than we received.
Our expectation was that the professors would reduce the content and
we were guided by that while learning, so the expected achievements
were not reached, we got lower grades or failed the exams.
Similar results were shown by a qualitative study where students were not
satisfied with their assessment in online teaching. It was more difficult for
them to prepare for exams. They felt fear in exams and were worried whether
they would attain budget funding for the next year’s studies (Stojanović and
Vukov 2020).
420
The absence of the obligation to go to the faculty slowed me down and
gave me a sense of leisure.
We spent a lot of time at the computer and it was very tiring at times.
Researches identify difficulties for students during online teaching, such
as loss of attention, mismatch of learning pace with the speed of lecturer
exposition, as well as lack of self-discipline when learning from home (Bączek
et al. 2021; Mishra, Gupta, and Shree 2020; Mukhtar et al. 2020). When it comes
to attention, the students in our research also mentioned problems with this
and with concentration. Different situations caused the loss of attention and
concentration. They included working under pressure, short deadlines, many
tasks that were to be performed at the same time, lack of live communication
and monotony of exposure without feedback. Thinking about the pandemic
and the illness of others also distracted students.
Exams and Assessment of Knowledge after Online Lectures
One of the important aspects of teaching in general is assessment as part of
that process. Quality online teaching implies good planning of the form and
manner of monitoring and evaluating students. Having in mind the duration
of online classes at the Faculty of Education, whose students were in the sam-
ple, we decided to look at this aspect from the perspective of students in the
period after online teaching that did not last long, more precisely, less than
one semester. In the interviews, the students stated they had difficulties in
the exams, which were reflected in the following: students’ expectations for
the reduction of exam requirements, which was not present, and the harmo-
nization of exam requirements with what was provided during online classes.
The following students’ statements can illustrate this:
We had difficulties during the exam, a lot more information was re-
quested than we received.
Our expectation was that the professors would reduce the content and
we were guided by that while learning, so the expected achievements
were not reached, we got lower grades or failed the exams.
Similar results were shown by a qualitative study where students were not
satisfied with their assessment in online teaching. It was more difficult for
them to prepare for exams. They felt fear in exams and were worried whether
they would attain budget funding for the next year’s studies (Stojanović and
Vukov 2020).
420
