Page 87 - 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
P. 87
ine Math Lessons in Junior Grades of Primary School amid the COVID-19 Pandemic
Viber, skype, zoom .
Audio track .
Video lect. on viber, skype, zoom .
Digital textbooks .
.
E-mail communication
Online learning platforms .
National online learning platform
.
Viber group .
Figure 1 Ways of Teaching Online Mathematics
through lessons uploaded on the national platform for online learning ‘Moja
škola,’ which students watched on the national television channels. This re-
sult is also expected, given that the teaching contents distributed in this way
were available to all students and did not require the possession of certain
equipment and additional prior knowledge of the users. The platform ‘Moja
škola’ was actually a classroom where teachers taught math lessons. Just over
half of the teachers (53.2) taught mathematics using the online learning
platforms Microsoft Teams and Google Classroom. All schools were obliged to
form online classrooms and set a virtual place for communication and work
with students. However, we see that not all teachers used this type of support
in the implementation of online mathematics teaching. A quarter of the sur-
veyed teachers (25.5) used e-mail to send assignments, work instructions
and the like. The obtained results show that a small number of teachers (5.3)
had direct individual contact with a student through video lectures provided
by some tools like Skype, Zoom, etc., or group video lectures (12.8) with all
students. Such results show that in the process of online teaching, students
were left to themselves and had very little direct communication with teach-
ers.
Johannes and colleagues, in a study they conducted with teachers of 20
high schools in Indonesia (Yohannes et al. 2021), obtained similar results.
Their results have shown that teachers used Google Classroom (the majority
of them – 85 of teachers), WhatsApp (80 of teachers) and YouTube (55 of
teachers). We can see that teachers more often used asynchronous commu-
nication channels (Google Classroom and YouTube) as well as that they did
not have direct real-time communication with students. On the other hand,
the results of research conducted in Spain and Germany with mathematics
teachers during the COVID-19 pandemic show less use of asynchronous tools.
Video conferencing was used as a synchronous tool by two-thirds of German
teachers during the pandemic. In Spain, as many as 82 of teachers said they
used video conferencing to discuss homework assignments with the whole
87
Viber, skype, zoom .
Audio track .
Video lect. on viber, skype, zoom .
Digital textbooks .
.
E-mail communication
Online learning platforms .
National online learning platform
.
Viber group .
Figure 1 Ways of Teaching Online Mathematics
through lessons uploaded on the national platform for online learning ‘Moja
škola,’ which students watched on the national television channels. This re-
sult is also expected, given that the teaching contents distributed in this way
were available to all students and did not require the possession of certain
equipment and additional prior knowledge of the users. The platform ‘Moja
škola’ was actually a classroom where teachers taught math lessons. Just over
half of the teachers (53.2) taught mathematics using the online learning
platforms Microsoft Teams and Google Classroom. All schools were obliged to
form online classrooms and set a virtual place for communication and work
with students. However, we see that not all teachers used this type of support
in the implementation of online mathematics teaching. A quarter of the sur-
veyed teachers (25.5) used e-mail to send assignments, work instructions
and the like. The obtained results show that a small number of teachers (5.3)
had direct individual contact with a student through video lectures provided
by some tools like Skype, Zoom, etc., or group video lectures (12.8) with all
students. Such results show that in the process of online teaching, students
were left to themselves and had very little direct communication with teach-
ers.
Johannes and colleagues, in a study they conducted with teachers of 20
high schools in Indonesia (Yohannes et al. 2021), obtained similar results.
Their results have shown that teachers used Google Classroom (the majority
of them – 85 of teachers), WhatsApp (80 of teachers) and YouTube (55 of
teachers). We can see that teachers more often used asynchronous commu-
nication channels (Google Classroom and YouTube) as well as that they did
not have direct real-time communication with students. On the other hand,
the results of research conducted in Spain and Germany with mathematics
teachers during the COVID-19 pandemic show less use of asynchronous tools.
Video conferencing was used as a synchronous tool by two-thirds of German
teachers during the pandemic. In Spain, as many as 82 of teachers said they
used video conferencing to discuss homework assignments with the whole
87
