High school students’ perceptions of emergency remote teaching in Serbia during the COVID-19 pandemic

Uzdanica XVIII 2 (2021), (str. 35-50)

AUTOR(I): Nena A. Vasojević, Ivana T. Vučetić, Snežana D. Kirin

E-ADRESA: nenavasojevic@hotmail.com

Download Full Pdf 

DOI: 10.46793/Uzdanica18.II.035V

SAŽETAK:

Following the declaration of the state of emergency in Serbia, after the novel COVID-19 outbreak was declared a global pandemic, all the educational institutions in the country were closed, and the different modes of emergency remote teaching (ERT) were introduced. In order to highlight  the problems and attitudes of students, in regard to the newly introduced online-based emergency remote teaching model, we conducted  a survey with high school students. The research question was how the unplanned switch from the traditional learning setting to online learning affected the learning practice, and what the outcomes of the integration of digital technology in education are. The aim of the study was to determine the best advantages and the biggest disadvantages of the introduced emergency remote teaching model, from the students’ point of view, during the initial phase of the teaching model implementation. The obtained results indicated the best advantages of the applied learning model in the domain of learning time management opportunities, and the biggest disadvantages in relation to the teaching and learning technical support problems and social distance. The results of this study could be used by policymakers and practitioners in order to prepare plans and programs for emergency remote teaching, and also to improve traditional teaching models.

KLJUČNE REČI:

emergency remote teaching, online learning, COVID-19 pandemic, social distance, Serbia.

LITERATURA:

  • Abe (2020): J. A. Abe, Big five, linguistic styles, and successful online learning, The Internet and Higher Education, 45, https://doi.org/10.1016/j.iheduc.2019.100724.
  • COVID-19Educational Disruption and Response (2020). UNESCO. Retrieved from https://en.unesco.org/covid19/educationresponse.
  • Choy, Quek (2016): J. L. F. Choy, C. L. Quek, Modelling relationships between stu- dents’ academic achievement and community of inquiry in an online learning environment for a blended course, Australasian Journal of Educational Technology, 32(4), 106‒124. Retrieved from https://ajet.org.au/index.php/AJET/article/view/2500/1375.
  • Delnoij, Dirkx, Janssen, Martens (2020): E. C. L. Delnoij, J. H. K. Dirkx, P. W. Janssen, L. R. Martens, Predicting and resolving non-completion in higher (online) education – A literature review, Educational Research Review, 29, 100313, https://doi. org/10.1016/j.edurev.2020.100313.
  • Deli Girik (2020): A. M. Deli Girik, Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners, Journal Sinestesia, 10(1), 1‒10. Retrieved from https://sinestesia.pustaka.my.id/journal/article/view/24/1.
  • Florence, Ritzhauptb, Kumar, Budhrania (2019): M. Florence, A. Ritzhauptb, Kumar, Budhrania, Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation, The Internet and Higher Education, 42, 34‒43, https://doi.org/10.1016/j.iheduc.2019.04.001.
  • Hodges, Moore, Lockee, Trust, Bond (2020): S. Hodges, S. Moore, B. Lockee, Trust, A. Bond, The Difference Between Emergency Remote Teaching and Online Learn- ing. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emer- gency-remote-teaching-and-online-learning#fnr3.
  • Hodge, Bhattacharya, Gray (2008): G. J. Hodge, D. Bhattacharya, J. Gray, Legal Preparedness for School Closures in Response to Pandemic Influenza and Other Emergencies, The Center for Law & the Public’s Health at Georgetown & Johns Hopkins Universities. North Broadway: CDC Collaborating Center Promoting Health through Law. Retrieved from https://www.pps.net/cms/lib8/OR01913224/Centricity/Domain/70/pandemic/school-closures.pdf.
  • Baker, Warschauer (2020): L. Q. Baker, R. M. Warschauer, Using clickstream data to measure, understand, and support self-regulated learning in online courses, The Internet and Higher Education, 45, https://doi.org/10.1016/j.iheduc.2020.100727.
  • Margulieux, Mccracken, Catrambone, Margulieux, Mccracken, Catrambone (2019): Margulieux, W. M. Mccracken, R. Catrambone, A taxonomy to define courses that mix face-to-face and online learning, Educational Research Review, 19, 104‒118. Retrieved from http://www.prism.gatech.edu/~rc7/MargulieuxMcCrackenCatrambone2016.pdf.
  • Mirzaei, Mohammadinia, Nasiriani, Dehghani Tafti, Rahaei, Falahzade, Amiri (2019): S. Mirzaei, L. Mohammadinia, K. Nasiriani, A. A. Dehghani Taft, Z. Rahaei, Falahzade, H. R. Amiri, School Resilience Components in Disasters and Emergencies: A Systematic Review, Trauma Monthly, An International Journal in the Field of Trauma and Emergency Medicine, 24(5), e89481, doi: 10.5812/traumamon.89481.
  • Nicolai, Hine (2015): S. Nicolai, S. Hine, Investment for education in emergencies, London: Overseas Development Institute.
  • Nanda, Raina (2018): R. Nanda, K. S. Raina, Integrating Disaster Risk Reduction in school curriculum: A Vision Statement by a Joint Working Group of University and Medical Teachers, International Journal of Disaster Risk Reduction, 33, 495–497. DOI:10.1016/j.ijdrr.2018.09.011
  • Oyeniran, Oyeniran, Oyeniyi, Ogundele, Ojo (2020): O. A. Oyeniran, S. T. Oy- eniran, J. O. Oyeniyi, R. A. Ogundele, A. O. Ojo, E-Learning: Advancement in Nigerian Pedagogy Amid Covid-19 Pandemic, International Journal of Multidisciplinary Sciences and Advanced Technology, 1, 85‒94. Retrieved from https://drive.google.com/file/d/1DeRGOouZAU9ir4QvqMJ_4Gs2V5grG00r/view.
  • Paci-Green, Varchetta, McFarlane, Iyer, Goyeneche (2020): R. Paci-Green, A. Var- chetta, K. McFarlane, P. Iyer, M. Goyeneche, Comprehensive school safety policy: A global baseline survey, International Journal of Disaster Risk Reduction, 44, 1‒10, https://doi.org/10.1016/j.ijdrr.2019.101399.
  • Parlic-Bozovic (2014): LJ. J. Parlic-Bozovic, Modern school in adaptation function students in society current changes, In: M. Krstić, D. Aranđelović, G. Nikolić (Eds.), The- matic collection of papers of international significance: Youth and social changes between National identity and European integration, Kosovska Mitrovica, Serbia: Faculty of Philoso- phy, University of Pristina with temporary headquarters in Kosovska Mitrovica, 275‒290, https://drive.google.com/file/d/0BzVmKuYYMVVqcFpDajFSSzRLOTg/view.
  • Popta, Kral, Camp, Martens, Simons (2017): V. E. Popta, M. Kral, G. Camp, R. Martens, P. R-J. Simons, Exploring the value of peer feedback in online learn- ing for the provider, Educational Research Review, 20, 24‒34, https://doi.org/10.1016/j. edurev.2016.10.003.
  • Philippa Isom (2018): S. Philippa Isom, Unbounded Communities, The New Zealand Journal of Christian Thought and Practice, 25(2), 38‒41. Retrieved from http:// ezproxy.nb.rs:2070/eds/pdfviewer/pdfviewer?vid=2&sid=3429f3a7-bfdf-4291-bc0f- 72ac492f1c35%40pdc-v-sessmgr02.
  • Sagheb-Tehrani (2009): M. Sagheb-Tehrani, The Results of Online Teaching: A Case Study, Information Systems Education Journal, 7(42), 1‒9. Retrieved from http://isedj.org/7/42/.
  • Sun, Chen (2016): A. Sun, X. Chen, Online Education and Its Effective Practice: A Research Review, Journal of Information Technology Education: Research, 15, 157‒190, https://doi.org/10.28945/3502.
  • Stough , McDucy, Kang, Lee (2020): M. L. Stough, A. McDucy, D. Kang, S. Lee, Disasters, schools, and children: Disability at the intersection, International Journal of Dis- aster Risk Reduction, 45, 101447, https://doi.org/10.1016/j.ijdrr.2019.101447.
  • Sharma, Sapkota, Lamichhanel, Adhikari, Kandell (2017): G. Sharma, B. Sapkota, Lamichhanel, M. Adhikari, S. Kandell, A study of knowledge, attitude and practice about H1N1 influence on 500 secondary school student of Lekhnath municipality, Nepal, Worldjournal of pharmacy and Pharmaceutical sciences, 6 (11), 1434‒1442. DOI: http:// dx.doi.org/10.20959/wjpps201711-10498
  • Temdee  (2020):  P.  Temdee,  Smart  Learning  Environment:  Paradigm  Shift  for Online Learning, Multi Agent Systems ‒ Strategies and Applications. DOI: http://dx.doi.org/10.5772/intechopen.85787
  • Vasojevic, Kirin (2019): N. Vasojevic, S. Kirin, Life Satisfaction of Returnee Scholarship Holders in Serbia, Stanovništvo, 57(2), 71‒86, https://doi.org/10.2298/STNV1902071V.
  • Vučetić, Vasojević, Kirin (2020). I. Vučetić, N. A. Vasojević, S. Kirin, Mišljenje učenika srednjih škola u Srbiji o prednostima onlajn učenja tokom pandemije Covid-19, Nastava i vaspitanje, 69(3), 345‒359, https://doi.org/10.5937/nasvas2003345V.
  • Vasilj, Zovko, Vukobratović (2017): M. Vasilj, A. Zovko, J. Vukobratović, Poten- cijali e-učenja za unapređenje modela podučavanja odraslih, Inovacije u nastavi, 30(2), 82‒97. Doi: 10.5937/inovacije1702082V
  • Weber, Schulenberg, Lair (2018): M. Weber, S. Schulenberg, C. E. Lair, University Employees’ Preparedness for Natural Hazards and Incidents of Mass Violence: An Ap- plication of the Extended Parallel Process Model, International Journal of Disaster Risk Reduction, 31, 1‒10. DOI:http://dx.doi.org/10.1016/j.ijdrr.2018.03.032