The Efficiency of the Online Academic Teaching Process During the Pandemic Covid-19

Abstract

"This article aims to identify the efficiency of the online academic teaching process during the Sars COV- 2 pandemic, but also identify the main factors which negatively influence the online academic teaching process. The study is based on quantitative research, the data of which were collected by applying an online questionnaire to students at the Faculty of Political, Administrative and Communication Sciences in Cluj-Napoca between 01.06.2020-01.07.2020. The results of the study indicate that, during the pandemic, the efficiency of the online teaching process is below the level of the classic teaching process and is negatively influenced by a number of factors (lack of knowledge and technical information held by students / teachers on online teaching platforms, resistance to change of students / teachers (fear of something new (scary) - feeling rejected by the new because you think you can’t cope or may have negative effects or repercussions for you, etc.). However, in order for the online teaching process to be successful, a greater importance should be given to the transfer of responsibility process: focusing on the individual learning process or on the continuous improvement of the online academic teaching process. This transfer can lead inherently and implicitly to an increase in the degree dissatisfaction."

Teaching Style, Coping Strategies, Stress and Social Support: Associations to the Medical Students’ Perception of Learning during the SARS-CoV-2 Pandemic

“…As a whole, our data confirm previous Romanian reports about classical teaching being more advantageous for communication during the SARS-CoV-2 pandemic [66,67].…”

Effective Teaching during the COVID-19 Pandemic? Distance Learning and Sustainable Communication in Romania

“…Consequently, one of the most problematic aspects of telecommuting from onsite to online teaching was the lack of interpersonal communication, which implies the physical presence of various human beings in the context of a regular meeting room or the site of professional work. Raboca et al [7] show that teachers no longer felt in control of either themselves and their pedagogical work or their students and their learning processes. Class discussions turned into conference meetings and the naturalness of daily communication was put against the availability of internet-facilitated software, so fatigue and boredom became wide-spread issues for teachers in their new capacity as online pedagogues.…”

Implications of Covid-19 Pandemic in the World and the Romanian Society. An Interdisciplinary Approach

“…This limit is also present in previous studies (Dhull & Sakshi, 2017), with the lack of initial and continuous training in the use of various digital tools and platforms being considered one of the factors that massively affect the quality of the online teaching-learning act. (Raboca and Cotoranu, 2020). And this reality is analyzed and evaluated in educational policy documents (Action Plan for Digital Education), along with other themes, the conclusion is that the development of digital skills and competencies relevant to digital transformation is a priority of the European Commission.…”

“…The reduction of social interaction between teacher-student, but also student-student (Bączek et al, 2021), which inevitably leads to a reduced time and support allocated to learners, i.e. to a transfer of responsibility (emphasis on increasing the weight of the individual learning process, increasing the volume of individual work), which causes an increase in the degree of student dissatisfaction) (Raboca & Cotoranu, 2020) are another dimension of the table of diagnosed limits of online education. In the same register, isolation, and lack of social interaction seem to be closely related to students' mental health, their learning ability and exhaustion (Ensmann et al, 2021).…”