A leap to the digital era—what are lower and upper secondary school students’ experiences of distance education during the COVID-19 pandemic in Serbia?

Cerović, Tünde Kovács; Mićić, Katarina; Vračar, Selena

doi:10.1007/s10212-021-00556-y

Cited by 16 publications

(31 citation statements)

References 23 publications

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“…Firstly, 223 narratives were parsed into thought units (usually one unit per sentence), resulting in a total of 1,389 units. Each of these units was coded with attention to its expressive intent as required by values analysis (Daiute, 2013), thoroughly described elsewhere (Kovács Cerović et al, 2021). A statistical analysis ensued.…”

Section: Discussionmentioning

confidence: 99%

“…The story genre called for an exploration of the events, feelings, and people involved, while the letter genre allowed for an intentional selection of relevant experiences to be shared. Previous studies show that this methodology facilitates the expression of nuanced views and hard-to-access areas of emergent experiences (Daiute & Kovač-Cerović, 2017;Daiute et al, 2020;Kovács-Cerović et al, 2021;Jović, 2020;Daiute, 2021).…”

Section: Methodology: a Multi-wave And Multi-genre Approachmentioning

confidence: 99%

“…A serious source of stress was the increased workload (Kaden, 2020;Kraft & Simon, 2020). More demanding work was the feature of schooling during the pandemic often reported by both students (Kovács Cerović et al, 2021;Pelikan et al, 2021) and teachers (Kaden, 2020;Kraft & Simon, 2020). Teachers' workload expanded due to the time-consuming preparation of digital materials and setting up platforms for extensive communication with parents (See et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Trends in primary school teachers' experience over the first year of the COVID-19 pandemic in Serbia: A narrative analysis

Mićić¹,

Kovács-Cerović²,

Vračar³

2021

Psihol istraživanja

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The purpose of the study is to explore the experiences shared by primary school teachers in three waves of data collection. Teachers' narratives about their experiences of schooling during the COVID-19 pandemic were elicited online. In three instances, a total of 116 participants were prompted to narrate in story and letter genres, providing 233 narratives. We conducted the values analysis and additionally analysed data statistically in order to compare the values teachers expressed at three key turning points for education in the first year of the COVID-19 pandemic in Serbia. Altogether, three major values and nine value codes were identified. This multi-genre three-wave approach provided a nuanced and comprehensive picture of teachers' most important impressions, concerns, and strategies in the new reality, in particular as the emphasis changed over the course of one year of the pandemic. Teachers who took part in the first wave mostly focused on health and prevention issues, their duties, the workload, and the strategies for coping with the new normal. In the second wave, as the threat eased, teachers expressed increased awareness of schooling related issues. Teachers' narratives in the third wave primarily focused on the learning process and outcomes. Based on the conducted analyses, the paper draws policy recommendations.

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Section: Discussionmentioning

confidence: 99%

Section: Methodology: a Multi-wave And Multi-genre Approachmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Trends in primary school teachers' experience over the first year of the COVID-19 pandemic in Serbia: A narrative analysis

Mićić¹,

Kovács-Cerović²,

Vračar³

2021

Psihol istraživanja

Self Cite

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“…For example, Niemi and Kousa (2020) report how the tasks and requirements reaching the students were felt as demanding and overwhelming throughout several weeks, while teachers did not register or acknowledge the burden students felt. Distance education can also trigger reliance on student self-regulation and self-motivation (Kovacs Cerović et al, 2021), but not if students are without adequate support (Černe & Jurišević, 2018).…”

Section: Introductionmentioning

confidence: 99%

Lost Trust? The Experiences of Teachers and Students during Schooling Disrupted by the Covid-19 Pandemic

Zorkić¹,

Mićić

Cerović

2021

CEPSj

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This paper aims to help understand how relational trust between students and teachers embedded in the teaching-learning process unfolded during the emergency distance and flexible hybrid education in Serbia in 2020. It also identifies niches in student-teacher relationships that hold potential for repairing and building trust. For the student-teacher relationship to be trust-based and thus conducive to students’ learning and wellbeing, a consensus about role expectations must be achieved. As the Covid-19 crisis interrupted schooling and education, participants faced uncertainties and ambiguities in role enactment, and the cornerstones of relational trust were disrupted. In an effort to understand 1) the context in which trust was challenged, 2) the ways in which trust was disrupted, and 3) the opportunities for its restoration, we relied on a multi-genre dynamic storytelling approach to data collection and values analysis for data processing. A total of 136 students and 117 teachers from 22 schools wrote 581 narratives in three genres: stories, letters and requests. The analysis yielded 22 codes that allowed further understanding of how changes in structural and institutional conditions affected both students’ and teachers’ expectations of each other, and how incongruence of these expectations fed into feelings of helplessness for both students and teachers, disengagement from learning for students, and heavy workload and poor performance for teachers. In addition, the narratives account for positive outcomes when these expectations were met, and for opportunities for trust-building if students’ and teachers’ perspectives are brought to each other’s attention and negotiated locally. Finally, recommendations for restoring trust are given.

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“…In the dawn of the post-COVID education, it is necessary to envision the new possibilities that the "COVID-19 education" brought to our schools in improving the quality of teaching and learning. Although distance learning is not a new education model, the transition to emergency distance learning in 2020 was sudden, extensive and widespread, so the body of prior knowledge on distance education can be only taken into account with reservation (Kovács Cerović et al, 2021). The effects of such a massive change to the wellbeing and mental health of teachers and students should be investigated anew.…”

Section: Introductionmentioning

confidence: 99%

Teachers' perceived stress and experience in online teaching during the early phase of the COVID-19 pandemic

Beara¹,

Rakić-Bajić²,

Hinić³

2021

Psihol istraživanja

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Stress affects various aspects of human life and may also affect professional functioning of teachers. Research on attitudes towards digital/online teaching and learning has shown that the success of any online education depends upon the attitude of teachers towards online learning. Some studies before the pandemic showed that teachers, in comparison to other high-stress occupations, were reported as being the most stressed in regard to physical and psychological wellbeing. The aim of this pilot study is to investigate teachers' perceived stress and its relationship with attitudes towards online teaching and subjective online teaching overload during the early phase of COVID-19 pandemic. The online survey was performed during and immediately after the enforcement of lockdown measures in Vojvodina in spring 2020. The total sample included 64 teachers from primary and secondary schools (12.5% were class teachers), between 26 and 63 years of age. The subjective stress perception was measured using the Perceived Stress Scale, and a 19-item questionnaire was constructed for the assessment of attitudes towards online teaching. The perceived stress level was increased compared to the norms suggested by the scale author. Subjective overload with online teaching was significantly positively correlated with the perceived stress (r = .385, p <.01). Teachers did not report extremely positive or negative attitudes towards online teaching. Still, the attitude towards online teaching was significantly negatively correlated with the subjective overload with online teaching (r = - .294, p <.05). Results showed no significant correlation between the perceived stress and attitudes towards online teaching.

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A leap to the digital era—what are lower and upper secondary school students’ experiences of distance education during the COVID-19 pandemic in Serbia?

Cited by 16 publications

References 23 publications

Trends in primary school teachers' experience over the first year of the COVID-19 pandemic in Serbia: A narrative analysis

Trends in primary school teachers' experience over the first year of the COVID-19 pandemic in Serbia: A narrative analysis

Lost Trust? The Experiences of Teachers and Students during Schooling Disrupted by the Covid-19 Pandemic

Teachers' perceived stress and experience in online teaching during the early phase of the COVID-19 pandemic

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