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1.
SODOBNA PEDAGOGIKA-JOURNAL OF CONTEMPORARY EDUCATIONAL STUDIES ; 73(2):114-136, 2022.
Article in Slovenian | Web of Science | ID: covidwho-1935289

ABSTRACT

The measures taken to contain the Covid 19 pandemic have affected the way it is studied in many countries around the world. Faculties did not have time to devise a strategy for delivering their courses because of the sudden changeover, and faculty had to find their own ways of delivering courses, many of them proving to be inadequately trained because they did not know how to use the online tools for the changeover. The latter was certainly felt by the students as well, so in this paper we focus on how the students of the Faculty of Arts at the University of Ljubljana experienced the changes in the way of studying. The results of the survey show that students' assessment of the appropriateness of different teaching methods differed depending on various factors, including the conditions students had at home to study. The conditions at home influenced students' attitudes towards distance learning, their assessment of their competence for distance learning, as well as their motivation to study and their feeling of being overwhelmed. Thus, more study difficulties, negative attitudes and motivation problems were observed among students who were not provided with adequate study conditions. Nevertheless, the results of the study show that distance learning has a potential that can only be used if all those involved in the process are provided with the right conditions. We conclude this paper with four recommendations that should be considered when introducing this type of study.

2.
Electronic Journal of e-Learning ; 20(3):257-269, 2022.
Article in English | Scopus | ID: covidwho-1812137

ABSTRACT

The measures taken to combat the pandemic COVID-19 suddenly changed the way of studying in many countries around the world. Because of the abrupt change, faculties did not have time to develop strategies for implementing online study, so faculty were busy finding new ways to teach their courses. As it turned out, many of them were not prepared for such a change. They lacked the technical understanding of how to use online tools and platforms, as well as the pedagogical knowledge of the dynamics of online teaching. In this paper we discuss how students from the Faculty of Arts at the University of Ljubljana, Slovenia, experienced the changes in the way they study. We conducted an anonymous online survey among 1,827 students from the largest faculty at the University of Ljubljana. The survey took place in February and March 2021. The results show that there were differences between students in their assessment of the appropriateness of different teaching approaches regarding various factors, which highlights the conditions students had at home to study. The conditions at home affected students' attitudes towards distance learning, their assessment of competence for distance learning, as well as their motivation to study and their sense of being overwhelmed. Thus, more study difficulties, negative attitudes and motivation problems were observed among students who were not provided with adequate study conditions. Nevertheless, the results of the study show that distance learning also has potential, but this potential can only be realised if all those involved in the process are provided with the right conditions. We conclude the study with four main recommendations, namely that the quality of distance learning requires (1) adequate conditions for students to participate in distance learning;(2) an appropriate choice of teaching methods is important;(3) teachers need to be didactically trained for distance learning;and (4) during distance learning, cooperation between the teacher and the students and between the students themselves should be encouraged. © The Authors.

3.
Sodobna Pedagogika-Journal of Contemporary Educational Studies ; 72:70-88, 2021.
Article in English | Web of Science | ID: covidwho-1353279

ABSTRACT

In the paper, we present the results of the evaluation study carried out at the Slovenian Institute for Adult Education during the pandemic Covid-19 on the introduction of distance learning. The purpose of the study was to find out how distance education was implemented in the educational institutions during the pandemic: whether all institutions had offered this education, what problems they had encountered and what support they needed. The results showed that educational organizations providing adult education organized distance learning during Covid-19 to ensure that adults could continue and complete their education. However, this is not the case for all types of adult education. The main reasons given by respondents for not providing all educational programs can be divided into internal and external reasons. An analysis of the problems faced by providers and the support needed has shown that action is needed to remove obstacles to the future provision of distance learning for adults.

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