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Students’ Perspectives on Teaching and Learning in an Online Environment
tant aspect (Fish and Wickersham 2009) that contributes to meeting the ba-
sic psychological needs of students (for socializing, acceptance, closeness,
etc.). Teachers have a key role to play here, and are expected to structure and
enable quality discussions. Of course, it is necessary to pre-train students for
the use of digital tools for successful online interaction, but again, their social
connection is required as a condition (Marković 2021). Collaborative learning
has great potential in the field of higher education because it encourages the
common construction of knowledge, as well as the development of interac-
tion skills, resulting in important educational outcomes. Peer learning (coop-
eration with other colleagues) also gives positive individual effects. There-
fore, fostering a peer environment in the context of online teaching can be a
very useful strategy (Broadbent and Poon 2015).
Important prerequisites for quality teaching include preparation and insti-
tutional support through the availability of necessary technology, reducing
the burden on teachers of other jobs, and enabling quality interaction with
colleagues in terms of exchanging experiences related to online teaching. It
is certainly necessary to provide training for teachers in order to encourage
them to apply technologies, be more efficient in preparing online materials
and more ready for online communication (Crawford Ferre and West 2012).
The quality of online teaching also depends on continuous evaluation, which
is the basis of its improvement and planning.
References
Aguilera-Hermida, A. P. 2020. ‘College Students’ Use and Acceptance of Emer-
gency Online Learning Due to COVID-19.’ International Journal of Educa-
tional Research Open 1:100011. https://doi.org/10.1016/j.ijedro.2020.100011.
Almazova, N., E. Krylova, A. Rubtsova, and M. Odinokaya. 2020. ‘Challenges and
Opportunities for Russian Higher Education amid COVID-19: Teachers’ Per-
spective.’ Education Sciences 10 (12): 368. https://doi.org/10.3390
/educsci10120368.
Aristovnik, A., D. Keržič, D. Ravšelj, N. Tomaževič, and L. Umek. 2020. ‘Impacts
of the COVID-19 pandemic on life of higher education students: A global
perspective.’ Sustainability 12 (20): 2–34.
Bączek, M., M. Zagańczyk-Bączek, M. Szpringer, A. Jaroszyński, and B. Woża-
kowska-Kapłon. 2021. ‘Students’ Perception of Online Learning During the
COVID-19 Pandemic: A Survey Study of Polish Medical Students.’ Medicine
100 (7):e24821. https://doi.org/10.1097/MD.0000000000024821.
Bali, S., and M. C. Liu. 2018. ‘Students Perceptions toward Online Learning and
Face-to-Face Learning Courses.’ Journal of Physics: Conference Series 1108
(1): 012094. https://doi.org/10.1088/1742-6596/1108/1/012094.
423
tant aspect (Fish and Wickersham 2009) that contributes to meeting the ba-
sic psychological needs of students (for socializing, acceptance, closeness,
etc.). Teachers have a key role to play here, and are expected to structure and
enable quality discussions. Of course, it is necessary to pre-train students for
the use of digital tools for successful online interaction, but again, their social
connection is required as a condition (Marković 2021). Collaborative learning
has great potential in the field of higher education because it encourages the
common construction of knowledge, as well as the development of interac-
tion skills, resulting in important educational outcomes. Peer learning (coop-
eration with other colleagues) also gives positive individual effects. There-
fore, fostering a peer environment in the context of online teaching can be a
very useful strategy (Broadbent and Poon 2015).
Important prerequisites for quality teaching include preparation and insti-
tutional support through the availability of necessary technology, reducing
the burden on teachers of other jobs, and enabling quality interaction with
colleagues in terms of exchanging experiences related to online teaching. It
is certainly necessary to provide training for teachers in order to encourage
them to apply technologies, be more efficient in preparing online materials
and more ready for online communication (Crawford Ferre and West 2012).
The quality of online teaching also depends on continuous evaluation, which
is the basis of its improvement and planning.
References
Aguilera-Hermida, A. P. 2020. ‘College Students’ Use and Acceptance of Emer-
gency Online Learning Due to COVID-19.’ International Journal of Educa-
tional Research Open 1:100011. https://doi.org/10.1016/j.ijedro.2020.100011.
Almazova, N., E. Krylova, A. Rubtsova, and M. Odinokaya. 2020. ‘Challenges and
Opportunities for Russian Higher Education amid COVID-19: Teachers’ Per-
spective.’ Education Sciences 10 (12): 368. https://doi.org/10.3390
/educsci10120368.
Aristovnik, A., D. Keržič, D. Ravšelj, N. Tomaževič, and L. Umek. 2020. ‘Impacts
of the COVID-19 pandemic on life of higher education students: A global
perspective.’ Sustainability 12 (20): 2–34.
Bączek, M., M. Zagańczyk-Bączek, M. Szpringer, A. Jaroszyński, and B. Woża-
kowska-Kapłon. 2021. ‘Students’ Perception of Online Learning During the
COVID-19 Pandemic: A Survey Study of Polish Medical Students.’ Medicine
100 (7):e24821. https://doi.org/10.1097/MD.0000000000024821.
Bali, S., and M. C. Liu. 2018. ‘Students Perceptions toward Online Learning and
Face-to-Face Learning Courses.’ Journal of Physics: Conference Series 1108
(1): 012094. https://doi.org/10.1088/1742-6596/1108/1/012094.
423
