Distanzunterricht während der covid-19-Pandemie: Ansichten von slowenischen Universitätsprofessor: innen und -studierenden zu didaktischen Aspekten
DOI:
https://doi.org/10.4312/SM.18.1.22-47Keywords:
Einstellung zum Distanzunterricht, Covid-19-Pandemie, didaktische Perspektive des Distanzunterrichts, Universitätsprofessor:innen, UniversitätsstudierendeAbstract
Der Beitrag konzentriert sich auf Ansichten slowenischer Universitätsprofessor:innen sowie Universitätsstudierenden zum Distanzunterricht und dessen didaktischer Perspektiven. Mit dem Ausbruch der COVID-19-Pandemie wurden alle Lehr- und Lernaktivitäten auf den Distanzunterricht verlagert, was sowohl für Universitätsprofessor:innen als auch für Universitätsstudierende ein großes Hindernis darstellte. Ziel dieser Studie war es, die Ansichten von Universitätsprofessor:innen und Studierenden zum Distanzunterricht während der COVID-19-Pandemie zu untersuchen. Die Forschungsstichprobe bestand aus 992 Universitätsstudierenden und 179 Universitätsprofessor:innen. Es wurden zwei Forschungshypothesen aufgestellt. Die Ergebnisse zeigen, dass die Professor:innen den Aussagen überwiegend zustimmen, d. h. sie haben eine überwiegend positive Einstellung zum Distanzunterricht. Umgekehrt sind die Studierenden mit den Aussagen eher nicht einverstanden. Dies deutet darauf hin, dass die Verpflichtungen, die Professor:innen beim Distanzunterricht haben, und die Verpflichtungen und Bedürfnisse, welche Studierende beim Distanzunterricht haben, genauer geklärt werden müssen. In Anbetracht dieser Ergebnisse wird den Universitätsprofessor:innen empfohlen, ihre didaktischen Ansätze und Methoden zu überdenken und sie an die neue Normalität anzupassen und Strategien für den Distanzunterricht im Falle einer weiteren Pandemie oder Schulschließung zu entwickeln.
Downloads
References
Abbasi, S., Ayoob, T., Malik, A., & Memon, S. I. (2020). Perceptions of students regarding E-learning during Covid-19 at a private medical college. Pakistan Journal of Medical Sciences, 36, 57–61. https://doi.org/10.12669/pjms.36.COVID19-S4.2766
Abels, S., & Stinken-Rösner, L. (2020). Diversitätsgerechte und digitale Lehre – Chance oder Widerspruch? VSH-Bulletin, 3(4), 39–46. https://doi.org/10.5169/seals-966127
Akinbadewa, B. O., & Sofowora, O. A. (2020). The effectiveness of multimedia instructional learning packages in enhancing secondary school students’ attitudes toward Biology. International Journal on Studies in Education (IJonSE), 2(2), 119–133. https://doi.org/10.46328/ijonse.19
Al Lily, A. E. A. (2013). The social shaping of educational technologies in Saudi Arabia: An examination of how the social fabric shapes the construction and use of technologies. Technology in Society, 35(3), 203–222. https://doi.org/10.1016/j.techsoc.2013.04.001
Albalawi, A. S. (2018). The effect of using flipped classroom in teaching calculus on students’ achievement at University of Tabuk. International Journal of Research in Education and Science (IJRES), 4(1), 198–207. https://doi.org/10.21890/ijres.383137
Alharthi, M. (2020). Students’ attitudes toward the use of technology in online courses. International Journal of Technology in Education (IJTE), 3(1), 14–23.
Al-Husban, N. A. (2020). Critical thinking skills in asynchronous discussion forums: A case study. International Journal of Technology in Education (IJTE), 3(2), 82–91.
Allen, B., Crosky, A., Yench, E., Lutze-Mann, L., Blennerhassett, P., Lebard, R., Thordarson, P., & Wilk, K. (2010). A model for transformation: A trans-disciplinary approach to disseminating good practice in blended learning in science faculty. In C. H. Steel, M. J. Keppell, P. Gerbic & S. Housego (Hrsg.), Curriculum, Technology & Transformation for Unknown Future. The University of Queensland. https://www.learntechlib.org/p/45364/
Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203–220. https://doi.org/10.1080/21532974.2019.1646169
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distance Learning, 12(3), 80–97. https://doi.org/10.19173/irrodl.v12i3.890
Aparicio, M, Bacao, F., & Oliveira, T. (2016). An e-learning theoretical framework. Educational Technology & Society, 19(1), 292–307.
Barbour, M. K., & LaBonte, R. (2015). State of the Nation: K-12 E-Learning in Canada. Abbreviated edition. Canadian e-Learning Network. https://doi.org/10.13140/RG.2.1.2872.9207
Barbour, M. K., & LaBonte, R. (2019). Sense of irony or perfect timing: examining the research supporting proposed e-learning changes in Ontario. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 34(2), 1–30.
Barbour, M. K., Hodges, C., Trust, T., LaBonte, R., Moore, S., Bond, A., Kelly, K., Lockee, B., & Hill, P. (2020). Understanding Pandemic Pedagogy: Differences Between Emergency Remote, Remote, and Online Teaching. A special report of the State of the Nation: K-12 E-Learning in Canada project. https://k12sotn.ca/wp-content/uploads/2020/12/understanding-pandemic-pedagogy.pdf
Biechele, M. (2005). Lust auf Internet. Fremdsprache Deutsch, 33, 5–10.
https://doi.org/10.37307/j.2194-1823.2005.33.03
Bonk, C. J., & Zhang, K. (2008). Empoweing Online Learning. 100 + Activities for Reading, Reflecting, Displaying and Doing. John Wiley & Sons.
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S., Al-Freih, M., Pete, J., Olcott, Jr., D., Rodes, V., Aranciaga, I., Bali, M., Alvarez, A. J., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., de Coëtlogon, P., Shahadu, S., Brown, M., Asino, T. I., Tumwesige, J., Ramírez Reyes, T., Barrios Ipenza, E., Ossiannilsson, E., Bond, M., Belhamel, K., Irvine, V., Sharma, R. C., Adam, T., Janssen, B., Sklyarova, T., Olcott, N., Ambrosino, A., Lazou, C., Mocquet, B., Mano, M., & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–26.
Brandhofer, G., Baumgartner, P., Ebner, M., Köberer, N., Trültzsch-Wijnen, C., & Wiesner, C. (2019). Bildung im Zeitalter der Digitalisierung. In S. Breit, F. Eder, K. Krainer, C. Schreiner, A. Seel & C. Spiel (Hrsg.), Nationaler Bildungsbericht Österreich 2018. Band 2: Fokussierte Analysen und Zukunftsperspektiven für das Bildungswesen (307–362). Leykam.
Bundesministerium für Bildung, Wissenschaft und Forschung (2020). Folder. Digitale Schule. https://digitaleslernen.oead.at/fileadmin/Dokumente/digitalesler-nen.oead.at/Dokumente_fuer_News/201015-4_Folder_Digitale_Schule_DIN-lang_A4_BF.pdf
Castro, M. D. B., & Tumibay, G. M. (2019). A literature review: efficacy of online learning courses for higher education institution using meta-analysis, Education and Information Technologies, 26, 1367–1385. https://doi.org/10.1007/s10639-019-10027-z
Dieckmann, H., & Zinn, H. (2017). Die Geschichte des Fernunterrichts. Bertelsmann.
Dittler, U., & Kreidl, C. (2021). Wie Corona die Hochschullehre verändert. Erfahrungen und Gedanken aus der Krise zum zukünftigen Einsatz von eLearning. Springer Gabler.
Eygü H., & Karaman S. (2013). A study on the satisfaction perceptions of the distance education students. Kırıkkale University Journal of Social Sciences, 3(1), 36–59.
Fickermann, D., & Edelstein, B. (2020). Langsam vermisse ich die Schule…“. Schule während und nach der Corona-Pandemie, In D. Fickermann & B. Edelstein [Hrsg.] Langsam vermisse ich die Schule. Schule während und nach der Corona-Pandemie (9–33). Waxmann Verlag.
Fischer, H. (2013). E-Learning im Lehralltag. Analyse der Adoption von ELearning. Springer Verlag. https://doi.org/10.1007/978-3-658-02182-5
Florjančič, V. (2021). Koronaizziv visokega šolstva: od teorije k praksi. Založba Univerze na Primorskem. https://doi.org/10.26493/978-961-293-111-7
Garrison, D. R., & Kanuka, H. (2004). Blended learning: uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001
German, E. (2020). Distance learning has been part of American culture for 100 years. Why can’t we get it right? Medium. https://gen.medium.com/distancelearning-has-been-part-of-american-culture-for-almost-100-years-e3c001a05858
Hall, D., & Knox, J. (2009). Issues in the education of TESOL teachers by distance education. Distance Education, 30(1), 63–85. https://doi.org/10.1080/01587910902845964
Harrison, T. R., & Lee, H.S. (2018). iPads in the mathematics classroom: Developing criteria for selecting appropriate learning apps. International Journal of Education in Mathematics, Science and Technology (IJEMST), 6(2), 155–172.
Hilton, J. T., & Canciello, J. (2018). A five-year reflection on ways in which the integration of mobile computing technology influences classroom instruction. International Journal of Technology in Education (IJTE), 1(1), 1–11.
Hinze, U. (2004). Computergestütztes kooperatives Lernen. Waxmann Verlag.
Hodges, T. S., Kerch, C., & Fowler, M. (2020). Teacher education in the time of COVID-19: creating digital networks as university-school-family partnerships. Middle Grades Review, 6(2).
Holmberg, B. (2003). Distance Education in Essence — An Overview of Theory and Practice in the Early Twenty-first Century. Bibliotheks- und Informationssystem der Universität Oldenburg.
Jaggars, S. S. (2014). Choosing between online and face-to-face courses: community college student voices. American Journal of Distance Education, 28(1), 27–38. https://doi.org/10.1080/08923647.2014.867697
Kauppi, S., Muukkonen, H., Suorsa, T., & Takala, M. (2020). I still miss human contact, but this is more flexible—Paradoxes in virtual learning interaction and multidisciplinary collaboration. British Journal of Educational Technology, 51(4), 1101–1116. https://doi.org/10.1111/bjet.12929
Kavaric, M. (2023). Exploring teachers and students perceptions of online teaching in Montenegro: what have we learned? In L. Waller & S. Kay Waller (Hrsg.), Higher Education – Reflections from the Field Vol. 2. https://doi.org/10.5772/intechopen.109452
Kayali, F., Brandhofer, G., Ebner, M., Luckner, N., Schön, S., & Trültzsch-Wijnen, C. (2021). Distance Learning 2020 – Rahmenbedingungen, Risiken und Chancen. Nationaler Bildungsbericht, Ausgewählte Entwicklungsfelder (Teil 3). Advance online publication. https://doi.org/10.17888/nbb2021-3-1
Keegan, D. (1986). The Foundations of Distance Education. Croom Helm.
Keller, C., & Cernerud, L. (2002). Students’ perceptions of e-learning in university education. Journal of Educational Media, 27(1¬2), 55–67. https://doi.org/10.1080/1358165020270105
Kerzič, D., Tomaževič, N., Aristovnik, A., & Umek, L. (2019). Exploring critical factors of the perceived usefulness of blended learning for higher education students. PLoS ONE 14(11), e0223767. https://doi.org/10.1371/journal.pone.0223767
Kodelja, Z. (2020). Šolstvo v času pandemije: izobraževanje na daljavo. Sodobna pedagogika, 71(4), 42–56.
Kroflič, R. (2020). Prosvetna politika in vzgoja v času pandemije. Sodobna pedagogika, 71(4), 28-41.
Mamattah, R. S. (2016). Students’ perceptions of e-Learning. Master thesis. Linköping University.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Project Report. Centre for Learning Technology.
Miletić, N., & Radoš, Ž. (2021). Perzeption des Distanzunterrichts infolge der Covid-19-Pandemie. Acta ladertina, 18(2), 241–254. https://doi.org/10.15291/ai.3606
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001
Moore, M. G. (Ed.) (2013). Handbook of Distance Education. Routledge.
Moore, M. G., & Kearsley, G. (1996). Distance Educations. A Systems View. Wadsworth.
Moore, M. G., & Kearsley, G. (2012). Distance Education: A Systematic View of Online Learning. Wadsworth Cengage Learning.
Moran-Suarez, S. (2022). A review on E-learning during Covid-19 pandemic situation. Acta Pedagogia Asiana, 1(1), 34–45. https://doi.org/10.53623/apga.v1i1.99
Mousavi, A., Mohammadi, A., Mojtahedzadeh, R., Shirazi, M., & Rashidi, H. (2020), E-Learning Educational Atmosphere Measure (EEAM): A New Instrument for Assessing E-Students' Perception of Educational Environment. Research in Learning Technology, 28. http://dx.doi.org/10.25304/rlt.v28.2308
Omiles, M. E., Dumlao, J. B., Rubio, Q. K. C., & Ramirez, E. J. D. (2019). Development of the 21st century skills through educational video clips. International Journal on Studies in Education, 1(1), 11–20. https://doi.org/10.46328/ijonse.5
Oztok, M., Zingaro, D., Brett, C. & Hewitt, J. (2013). Exploring asynchronous and synchronous tool use in online courses. Computers & Education, 60(1), 87–94. https://doi.org/10.1016/j.compedu.2012.08.007
Pambayun, B., Wirjawan, J. V., Wijaya, A., Untung, G. B., & Pratidhina, E. (2019). Designing mobile learning app to help high school students to learn simple harmonic motion. International Journal on Social and Education Sciences, 1(1), 24–29.
Peterwerth, A. (2014). Fremdsprachenlernen in sozialen Netzwerken, Fremdsprache Deutsch, 51, 49–54. https://doi.org/10.37307/j.2194-1823.2014.51.12
Picciano, A. G. (2017). Theories and Frameworks for Online Education: Seeking an Integrated Model. Online Learning, (21)3, 166–190. https://doi.org/10.24059/olj.v21i3.1225
Picciano, A. G., & Seaman, J. (2007). K-12 Online Learning. A Survey of U.S. School District Administrators. Hunter College – CUNY.
Popovici, A., & Mironov, C. (2014). Students’ perception on using eLearning technologies. Procedia – Social and Behavioral Sciences, 180, 1514–1519. https://doi.org/10.1016/j.sbspro.2015.02.300
Rovai, A. P. (2007). Facilitating online discussions effectively. The Internet and Higher Education, 10(1), 77–88. https://doi.org/10.1016/j.iheduc.2006.10.001
Saba, F. (2016). Theories of distance education: why they matter. New Directions for Higher Education, 173, 21–30. https://doi.org/10.1002/he.20176
Sagadin, J. (1991). Razprave iz pedagoške metodologije. Znanstveni inštitut Filozofske fakultete.
Schwab, S., & Lindner, K. T. (2021). Auswirkungen von Schulschließungen und Homeschooling während des ersten österreichweiten Lockdowns auf Bildungsungleichheit. Economic and Social Policy Journal, 43(4), 49–63.
Seage, S. J., & Türegün, M. (2020). The effects of blended learning on STEM achievement of elementary school students. International Journal of Research in Education and Science (IJRES), 6(1), 133–140.
Serhan, D. (2019). Web-based homework systems: students’ perceptions of course interaction and learning in mathematics. International Journal on Social and Education Sciences, 1(2), 57–62.
Seta, H. B., Hidayanto, A. N., & Abidin, Z. (2020). Variables affecting e-learning services quality in Indonesian higher education: Students' perspectives, Journal of Information Technology Education, 19, 259–286. https://doi.org/10.28945/4489
Shea, P., Hayes, S., & Vickers, J. (2010). Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: a re-Examination of measures and approach. International Review of Research in Open and Distributed Learning, 11(3), 127–154. https://doi.org/10.19173/irrodl.v11i3.915
Šimenc, M. (2021). Vloga tehnologije v vzgoji in izobraževanju ter enake možnosti učencev v obdobju pandemije. Sodobna pedagogika, 72, 12–26.
Simonson, M, Schlosser, C., & Hanson D. (1999), Theory and distance education: A new discussion. American Journal of Distance Education, 13(1), 60–75. https://doi.org/10.1080/08923649909527014
Simonson, M., & Seepersaud, D. J. (2019). Distance Eduacation. Definition and Glossary of Terms. Information Age Publishing.
Tabata, L. N., & Johnsrud, L. K. (2008). The impact of faculty attitudes toward technology, distance education, and innovation. Research in Higher Education, 49(7), 625–646.
Thompson, V. L. & McDowell, Y. L. (2019). A case study comparing student experiences and success in an undergraduate course offered through online, blended, and face-to-face instruction. International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(2), 116–136.
van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education, 43(4), 623–638. https://doi.org/10.1080/02619768.2020.1821185
Van Raaij, E.M., & Schepers, J. J. L. (2008). The acceptance and use of a virtual learning environment in China. Computers and Education, 50(3), 838–852. https://doi.org/10.1016/j.compedu.2006.09.001
Venkatesh, V., & Davis, F.D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926
Vitoria, L. Mislinawati, M., & Nurmasyitah, N. (2018). Students’ perceptions on the implementation of e-learning: Helpful or unhelpful? Paper presented at the 6th South East Asia Design Research International Conference. https://iopscience.iop.org/article/10.1088/1742-6596/1088/1/012058/pdf
Volery, T., & Lord, D. (2000), Critical success factors in online education. International Journal of Educational Management, 14(5), 216–223. https://doi.org/10.1108/09513540010344731
Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179–225. https://doi.org/10.3102/0091732X09349791
Wasserman, E., & Migdal, R. (2019). Professional development: teachers’ attitudes in online and traditional training course. Online Learning, 23(1), 132–143. https://doi.org/10.24059/olj.v23i1.1299
Wedemeyer, C. A. (1981). Learning at the Back Door: Reflections on Non-traditional Learning in the Lifespan. University of Wisconsin Press.
Wei, H. C., Peng, H., & Chou, C. (2015). Can more interactivity improve learning achievement in an online course? Effects of college students' perception and actual use of a course-management system on their learning achievement, Computers & Education, 83, 10–21. https://doi.org/10.1016/j.compedu.2014.12.013
Weinhandl, R., Lavicza, Z., Hohenwarter, M., & Schallert, S. (2020). Enhancing flipped mathematics education by utilising GeoGebra. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(1), 1–15. https://doi.org/10.46328/ijemst.v8i1.832
Zawacki, O. (2002). Organisationsstrukturen für E-Learning Support an der University of Pretoria. In G. Bachmann, O. Haefeli & M. Kindt [Hrsg]: Die virtuelle Hochschule in der Konsolidierungsphase (112–121). Waxmann Verlag.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Tilen Smajla (Author)

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.