Education in Online Environment from Students’ and Teachers’  Perspective

Blahušiaková, Miriama; Mokošová, Daša; Šoltés, Erik

doi:10.23947/2334-8496-2021-9-2-203-226

Cited by 12 publications

(9 citation statements)

References 30 publications

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“…The classrooms are not home to nearly 60.2 million schoolteachers and university professors. Blahušiaková et al (2021) pointed out that there are many schools and universities turned into e-learning classes. It forces schoolteachers and university professors to adopt e-learning strategies hastily.…”

Section: Teaching and Learning In Emergency Educationmentioning

confidence: 99%

Using Gamification to Motivate Students with Simple-Moderate Intellectual Disabilities

MUKH¹,

Tarteer²,

AL-Qasim³

et al. 2023

EUROPEAN J ED RES

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<p style="text-align: justify;">By the spread of COVID-19, the entire world shifted suddenly to e-learning including schools. This study aims to find ways to enjoy teaching. Gamification in education refers to the introduction of game elements in non-game environment. A case study was adopted for this study as a qualitative approach to investigate the possibility of improving motivation. The study was conducted in the first and second semester of the 2020/2021. The sample consists of (6) participants of pre-services teachers studying in special education course for 15 weeks. Data were collected through semi-structured interviews. The result of the interview showed that there is a clear desire among the students to succeed during learning using game elements. Their desire is very clear and higher. Most of them became active during their learning. They enjoyed learning in gamified learning environment. The researchers recommended that the Ministry of Education should train teachers to employ game elements to motivate their students.</p>

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Section: Teaching and Learning In Emergency Educationmentioning

confidence: 99%

Using Gamification to Motivate Students with Simple-Moderate Intellectual Disabilities

MUKH¹,

Tarteer²,

AL-Qasim³

et al. 2023

EUROPEAN J ED RES

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“…The selflearning teaching environment in this remote teaching emergency scenario implied students' own engagement with pre-existing resources. Asynchronous teaching methods entailed creating web-based presentations and book clippings, while online tools such as Google Classroom, Microsoft Teams, as well as Skype, Zoom, WhatsApp, and Viber [22], were used in a synchronous teaching environment. The ability of both lecturers and students to adapt to this new reality was tested [23].…”

Section: Research Backgroundmentioning

confidence: 99%

“…In adherence to the principles of the Law on Higher Education in Serbia, teaching methodologies were at the discretion of educators, lacking clear guidelines for emergency remote teaching. Three prevalent methodologies emerged in this research: self-learning, where students engaged with pre-existing resources; asynchronous teaching, incorporating web-based presentations and book clippings; and synchronous teaching, utilizing online tools like Google Classroom, Microsoft Teams, Skype, Zoom, WhatsApp, and Viber [22]. The adaptability of both lecturers and students to this new reality was put to the test [23].…”

Section: Research Backgroundmentioning

confidence: 99%

Interplay between technology and society: Effects of remote emergency teaching on undergraduate students' performance

Štilić,

Krstić,

Puška

et al. 2023

International Review

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The primary objective of this research paper is to investigate the potential impact of emergency remote teaching on the academic performance of undergraduate students, while also assessing the consistency of academic outcomes across various courses during the emergency transition to distance learning. The research methodology involves the collection of students' accomplishments and course passing rates spanning four consecutive academic years, from 2018/2019 to 2021/2022. The study identifies three distinct teaching environments: traditional, distance learning, and hybrid. The academic year 2018/2019 is designated as a pre-pandemic reference point. The subsequent years mark a transition from distance learning to a hybrid teaching model and a return to the traditional in-class environment. The analytical framework includes descriptive and correlation analyses, supplemented by an analysis of variance to derive meaningful insights. It is essential to highlight that the results obtained are further validated by the passing rates for the academic year 2022/2023, reinforcing the contemporary relevance and credibility of the research findings.

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“…At the beginning of the COVID-19 pandemic in March 2020, emergency remote teaching became the reality, and teachers' ICT competences suddenly became very important. Both in Slovenia and elsewhere in the world, as Blahušiaková and others [12] mention, teachers and students have encountered completely new challenges. All primary school teachers and pupils in Slovenia have access to Arnes http://www.arnes.si/zavod-arnes/ (accessed on 17 November 2021) (Slovene Academic Research Network) and eAsistent https://www.easistent.com/ (accessed on 17 November 2021) services.…”

Section: Ict and Emergency Remote Teaching In Sloveniamentioning

confidence: 99%

ICT Usage for Cross-Curricular Connections in Music and Visual Arts during Emergency Remote Teaching in Slovenia

2022

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Due to the COVID-19 pandemic, the entire process of teaching and learning moved online. This forced teachers and pupils to heavily rely on information and communications technology (ICT) and make adjustments to the new mode of teaching and learning in educational institutions. We conducted a qualitative case study by interviewing 24 teachers from Slovene primary schools focusing on the implementation of cross-curricular connections in music and visual arts content with the support of ICT during the period of emergency remote teaching. We found that when planning and implementing the cross-curricular learning process, teachers insufficiently took advantage of possibilities offered by modern ICT. The manner of implementing cross-curricular connections showed uncertainties in terms of understanding their specifics, resulting in the inefficient transfer of concepts taught, the results of which were seen in pupils’ work. This might additionally show the negative influence of parental supervision on the creative thinking and expression of pupils. The present study emphasizes the lack of ICT competences on the part of all participants in the educational process. Our findings show the need to educate teachers by eliminating the uncertainties related to the implementation of distant cross-curricular connections while meaningfully applying ICT adapted to pupils’ competences.

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Education in Online Environment from Students’ and Teachers’ Perspective

Cited by 12 publications

References 30 publications

Using Gamification to Motivate Students with Simple-Moderate Intellectual Disabilities

Using Gamification to Motivate Students with Simple-Moderate Intellectual Disabilities

Interplay between technology and society: Effects of remote emergency teaching on undergraduate students' performance

ICT Usage for Cross-Curricular Connections in Music and Visual Arts during Emergency Remote Teaching in Slovenia

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