Page 422 - 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
However, it turned out that the main shortcoming of online teaching, ac-
cording to students, is the lack of interaction between students and teachers,
as well as mutual communication and spontaneous mutual activities in the
faculty environment.
As a disadvantage of online teaching, the students also mentioned that
there was a lot of work on textual materials they received from teachers,
which made teaching monotonous, and that there was just one-way teacher-
student communication, without much opportunity for feedback, addi-
tional explanations and questions. The lack of organized and clearly planned
classes, especially a flexible class schedule, made it difficult to concentrate,
so that students had more problems in self-organization of learning. Difficul-
ties with the use of e-learning tools, primarily related to technical problems
(lack of Internet, accompanying technical issues), as well as teachers’ inability
to monitor students’ activities, made it difficult to verify achievement where
plagiarism was present to a certain extent. The students singled out the ac-
quisition of new digital skills as the only benefit of distance learning they
gained in the conditions of the pandemic. The complexity of these factors
indicated a large number of roles and challenges that teachers and future
teachers who were the target group of our research faced, as well as nu-
merous skills they needed to acquire in order to adapt classical teaching to
distance learning (König, Jäger-Biela, and Glutsch 2020). Some of these skills
are methodological skills of adapting teaching content for distance learning,
skills for using new web tools in creating assignments for students, and skills
for creating an electronic portfolio of students.
From all the above, certain pedagogical implications can be singled out,
which we observe both from the point of view of teachers and the perspec-
tive of students as future class teachers.
Teachers should focus more on positive experiences related to learning
in an online context and devise strategies for self-regulated learning of stu-
dents, as this has proven to be a significant variable in online learning. This
includes the use of new learning platforms that support learning at deeper
levels, including choice by students, interactivity, adaptability, differenti-
ated feedback, and various teaching techniques that encourage reasoning
and self-regulation in learning. Learning activities should be based on the
implementation of different methods and approaches (synchronous, asyn-
chronous learning, online, offline), to be precisely described, explained and
related to the real contexts of life and learning of students (Littenberg-Tobias
and Reich 2020; Rivera Munoz, Baik, and Lodge 2020).
Interaction among participants in online classes is considered an impor-
422
However, it turned out that the main shortcoming of online teaching, ac-
cording to students, is the lack of interaction between students and teachers,
as well as mutual communication and spontaneous mutual activities in the
faculty environment.
As a disadvantage of online teaching, the students also mentioned that
there was a lot of work on textual materials they received from teachers,
which made teaching monotonous, and that there was just one-way teacher-
student communication, without much opportunity for feedback, addi-
tional explanations and questions. The lack of organized and clearly planned
classes, especially a flexible class schedule, made it difficult to concentrate,
so that students had more problems in self-organization of learning. Difficul-
ties with the use of e-learning tools, primarily related to technical problems
(lack of Internet, accompanying technical issues), as well as teachers’ inability
to monitor students’ activities, made it difficult to verify achievement where
plagiarism was present to a certain extent. The students singled out the ac-
quisition of new digital skills as the only benefit of distance learning they
gained in the conditions of the pandemic. The complexity of these factors
indicated a large number of roles and challenges that teachers and future
teachers who were the target group of our research faced, as well as nu-
merous skills they needed to acquire in order to adapt classical teaching to
distance learning (König, Jäger-Biela, and Glutsch 2020). Some of these skills
are methodological skills of adapting teaching content for distance learning,
skills for using new web tools in creating assignments for students, and skills
for creating an electronic portfolio of students.
From all the above, certain pedagogical implications can be singled out,
which we observe both from the point of view of teachers and the perspec-
tive of students as future class teachers.
Teachers should focus more on positive experiences related to learning
in an online context and devise strategies for self-regulated learning of stu-
dents, as this has proven to be a significant variable in online learning. This
includes the use of new learning platforms that support learning at deeper
levels, including choice by students, interactivity, adaptability, differenti-
ated feedback, and various teaching techniques that encourage reasoning
and self-regulation in learning. Learning activities should be based on the
implementation of different methods and approaches (synchronous, asyn-
chronous learning, online, offline), to be precisely described, explained and
related to the real contexts of life and learning of students (Littenberg-Tobias
and Reich 2020; Rivera Munoz, Baik, and Lodge 2020).
Interaction among participants in online classes is considered an impor-
422
