This research is conducted to determine impacts of tourism development on the demographic image of selected small towns in Serbia. Analyzing the following indicatorstourism potential, the share of inhabitants employed in the tourism industry, tourist turnover, and tradition in tourism, the group of 23 small towns is singled out. Further, the selected small towns with dominant tourism function are observed within four tourism clusters. Demographic characteristics of these urban settlements are analyzed through population indicators: total population increase/decrease, age and sex structure, economic activity, education structure, etc., according to the latest available data. The level of local population involvement in tourism is examined, as well as the influence of these small towns on the immediate rural surroundings. The results of conducted analysis show that tourism has an important impact on demographic development in several observed small towns. In the case of other selected small towns, the tourism influence on population increase or migration is stagnating. Despite that, increasing number of employed in the tourism industry is recorded, which implies that tourism is recognized within local community as an activity that could contribute to the development of small towns in Serbia.

Purpose This paper aims to explore the experiences of a high school senior, a doctoral student, a university professor and an online academic coach with a rapid, unplanned shift to online learning in the USA during the COVID-19 pandemic to understand the challenges and distinct skills they identify as essential for success in a 100% virtual learning environment. Design/methodology/approach Through scholarly personal narratives (SPNs), the researchers shared details and authentic knowledge regarding their experiences and perceptions of successful teaching and learning in a 100% online learning environment. Findings The main goal was to identify necessary skills for success in a 100% virtual learning environment resulting from an unplanned shift. The findings show a need for learner and teacher self-directedness in developing a variety of nontraditional, critical literacies. Originality/value In light of the imposed and unplanned educational shifts in teaching and learning, this study has strong practical implications for human resource development offered through an analysis of multiple perspectives. This research may lead to a better understanding of how, in a period of rapid, unexpected shifts, individuals need to use self-directedness to leverage personal and professional development opportunities to adapt and succeed in the new environment. Additionally, the authors use an innovative critical theoretical framework to outline the skills the participants report as useful for success in an online classroom during a period of rapid, unexpected shifting.

During the COVID-19 pandemic, most, if not all, courses were shifted to online learning formats. In this article, we share our experiences related to teaching and learning in a completely online, condensed (seven-week) graduate-level course during the fall 2020 semester. More specifically, we discuss the important role of emotional literacy as a mechanism for framing online course design, adaptation, and evaluation. We explore emotional literacy in terms of its necessity in teaching and learning in online contexts during a pandemic, beyond the scope of other obviously important non-traditional literacies, such as technological and informational literacies. To conclude, we offer practical suggestions for online course design, adaptation, and evaluation using emotional literacy as a framework and provide considerations for future research.

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