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1.
Challenges that need to be addressed before starting new emergency remote teaching at HEIs and proposed solutions
Simona Šinko, Joan Navarro, Xavier Solé-Beteta, Agustín Zaballos, Brigita Gajšek, 2024, izvirni znanstveni članek

Opis: Emergency Remote Teaching (ERT) aims to swiftly adapt conventional face-to-face educational methods to alternative (typically virtual) formats during crises. The recent COVID-19 pandemic accentuated the vulnerability of traditional educational systems, revealing limitations in their ability to effectively withstand such unprecedented events, thereby exposing shortcomings in the adopted ERT strategies. The goal of this study is to discuss the establishment of resilient, sustainable, and healthy educational systems in non-crisis times, which will enable teachers and students to make a smoother and less stressful transition to Emergency Remote Teaching (ERT) when necessary. A comprehensive hybrid approach, combining quantitative (interviews) and qualitative (online survey) methods has obtained data from 276 professors in 29 countries. These data have been used to identify a range of challenges related to ERT and their perceived level of difficulty. The methodological and social challenges (overshadowed by technical issues at the beginning of the crisis) identified in this research—such as the lack of personal contact or poor feedback from students—have been found to be the most demanding. From the collected insights regarding the perceived level of difficulty associated with the identified challenges, the present study aims to contribute to making higher education systems more robust in non-crisis times.
Ključne besede: emergency remote teaching, technical challenges, methodological challenges, social challenges, education, students’ engagement
Objavljeno v DKUM: 19.02.2024; Ogledov: 167; Prenosov: 9
.pdf Celotno besedilo (1,42 MB)
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2.
Emergency Remote Teaching During the COVID-19 Epidemic in Slovene Primary Schools From the Perspective of Teachers : master's thesis
Ciril Kolar, 2022, magistrsko delo

Opis: The emergence of COVID-19 has heavily impacted specific sectors around the globe, including the education sector. What followed were global school closures. This thesis aims to identify which methods and strategies are the most effective in emergency remote teaching (ERT) in primary schools to determine a suitable work plan for other instances of emergency remote teaching. Firstly, we present definitions of ERT and legislation in Slovenia and discuss the importance of digital competence in today's digital society. We employed a questionnaire and a semi-structured interview to explore the thoughts and opinions of primary school teachers of English in Slovenia. Our respondents did not have much experience with remote teaching; the predominant challenge they faced during this period was a lack of time for preparation to teach remotely, followed by a lack of knowledge about online/remote teaching strategies and remote communication tools—the teachers prepared for this shift predominantly by connecting with colleagues. The teachers used video conferencing tools the most. Their biggest challenge was creating content for online spaces. The critical lesson they learned from this experience was an improvement of their digital skills. As for the strategies that should be employed in future instances of ERT, they suggested training programs for teachers. Advice for future cases of ERT from the surveyed teachers is simple: do not panic, do not cause yourself too much stress, and teach calmly. The interviews with teachers further emphasize the importance of ICT and digital competence among students and teachers for quality teaching. Both interviewed teachers call for ICT learning tools and the development of digital competency, which they think is of utmost importance.
Ključne besede: emergency remote teaching, ERT, remote education, primary education, COVID-19
Objavljeno v DKUM: 19.10.2022; Ogledov: 503; Prenosov: 46
.pdf Celotno besedilo (1,10 MB)

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