Students’ Perceptions of Remote Teaching and Learning: The Slovene Minority in Italy during the Pandemic Period of Covid-19

Abstract

During the second quarantine period in Italy (Oct. ‘20–June ‘21), students once again faced a remote teaching and learning format. Much research has been conducted on students’ perceptions during the first pandemic period; however, far less is known about the second period, especially in the case of students within the Slovene minority in Italy. We aimed to investigate (1) students’ satisfaction with their teachers’ teaching methods in remote learning and in-class teaching formats, (2) students’ perceptions regarding the main differences between in-class and online mathematics lessons, and (3) whether students’ grades in mathematics changed as a result of the pandemic. The findings showed that students’ grades during the quarantine period increased compared to their grades before the pandemic. However, students were more satisfied with their teachers’ in-class teaching methods and believed that in-class teaching was more efficient. They were also more motivated and concentrated at school than online.

The Effects of Using Flipped Cloud Learning With Advancing Mathematical Thinking Approaches on Undergraduate Students’ Mathematical Critical Thinking

“…Distance learning has brought about a change in teaching techniques. Students can now have a range of learning experiences including, a discourse session, video lesson, lesson materials, group work, group discussion and presentation as well as other learning modes (Doz et al, 2022). For evaluation, several methods can be used, such as online tests, online work and presentations (Doz et al, 2022;Wahyuni et al (2019).…”

“…Students can now have a range of learning experiences including, a discourse session, video lesson, lesson materials, group work, group discussion and presentation as well as other learning modes (Doz et al, 2022). For evaluation, several methods can be used, such as online tests, online work and presentations (Doz et al, 2022;Wahyuni et al (2019). Regarding the usefulness of online learning, some studies found that students said it was more flexible in terms of time and location (Goncalves et al, 2020) and that it improved academic performance (Goncalves et al, 2020;Gonzalez et al, 2020), although it was possible to cheat during online exams (Nguyen et al, 2020).…”

“…Regarding the usefulness of online learning, some studies found that students said it was more flexible in terms of time and location (Goncalves et al, 2020) and that it improved academic performance (Goncalves et al, 2020;Gonzalez et al, 2020), although it was possible to cheat during online exams (Nguyen et al, 2020). Doz et al (2022) found that although students said they preferred in-class teaching, the grades they obtained during remote mathematics teaching in the quarantine period increased, compared to their pre-epidemic grades. It is important to recognize the gains made when using technology for mathematics education (Radhy, 2019).…”