Students’ experiences and acceptance of emergency online learning due to COVID-19

Abstract

At the outbreak of the COVID-19 pandemic, higher education institutions around the world were compelled to bring forth suitable alternatives to secure continuity in the process of education. To gather data that would indicate the quality and efficiency of online teaching in higher education in south and south-eastern Serbia initiated at the outbreak of the pandemic and the state of emergency declared in March 2020, we conducted a research study to provide the necessary information from students attending undergraduate academic studies. The research was conducted in two phases. The first phase consisted of quantitative research conducted on a sample of 211 students. The data collected were processed by resorting to factor analysis to determine specific factors as a starting point for designing questions for the second research phase. The second phase was implemented by conducting semi-structured interviews on a sample of 61 students. The main intention was to determine key characteristics of the teaching process realised in the context of an emergency transition to the form of teaching which had not been prepared or resorted to beforehand. We identified certain specifics in this regard, as a starting point for improving existing practice. Implications for practice or policy: It is necessary to secure a suitable level of institutional support, to maintain the quality of higher education in unforeseen social circumstances. It is necessary to adequately prepare for and support teachers and students in online teaching at both institutional and national level. To avoid adverse effects on individual students in the circumstances of online teaching, it is necessary to meet students´ educational, social and emotional needs.

Humanising online teaching through care-centred pedagogies

“…The physical separation in online education may hinder interaction and lead to a psychological and communication gap. As Markovic et al (2021) underlined, "it is necessary to meet students' educational, social and emotional needs" to mitigate the negative effects of online education (p. 7). Despite the inherent challenges of online education, establishing care is possible.…”

“…A major challenge in online education remains addressing "students' psychological needs (for belonging, socialising, cooperation) as well as securing a suitable level of interaction among students" (Markovic et al, 2021, p. 13). The sense of isolation and disconnectedness associated with online environments may hinder students' success (Markovic et al, 2021;Tang & Walker-Gleaves, 2022;Walker & Gleaves, 2016) and research highlights the impact of making connections and establishing meaningful relationships on student learning (Anderson et al, 2020;Walker & Gleaves, 2016). Thus, humanising education by implementing design and pedagogies "to enable students to feel connected to the teacher, their peers, the course content, the institution, and relevant knowledge-based communities" is important (Singh, 2017, p. 284).…”

Blended Learning Management in Madrasah Tsanawiyah During Covid-19 Pandemic

“…Student learning outcomes also tend to be stable, and it has even been found that the average score in the 2021-2022 academic year of the 813 students has increased by 40%. It is essential to adequately prepare and support teachers and students in online teaching at institutional and national levels (Marković, Pavlović, & Mamutović, 2021;Lebedeva, 2020).…”

From the margins to the mainstream: The online learning rethink and its implications for enhancing student equity

“…International research shows consistent findings. For example, a Serbian study (Marković et al 2021) conducted surveys and interviews with university students who had all previously been studying on-campus but had been forced by the pandemic into "emergency online learning" (p. 1). This study found that many students spoke very positively of their online learning, particularly appreciating:…”