“Miss having in-person classes” – university studying during COVID-19 pandemic

Introduction. Managing the formal education system during COVID-19 has become an unwanted challenge for the academic community. Without suffi time for preparations, different models of distance education were applied. The aim was to ensure the continuity of teaching, to encourage the process of distance learning, and to enable their evaluation.

Aim. This study aimed to analyse the opinions of students from the Department of Early Childhood Education (hereafter ECE) at the Faculty of Humanities and Social Sciences (hereafter Faculty), University of Split, on their study conditions during the COVID-19 from March 2020. It was assumed that learning in an online environment encourages the development of new learning strategies. Family and work status and residence of students (in the place of study or outside it) were taken as predictor variables in assessing the quality and conditions of the study.

Methodology and research methods. The research was conducted online at the end of the 2020 academic year when students gathered online teaching experiences. The Google Apps tool was used in the data collection process. The Ethics Committee of the Faculty at the University of Split gave its consent to the implementation of this research. During online teaching, all students are informed about the purpose and course of research. Research included 68,75 % students (n = 156) studying at the ECE Department. The following aspects were investigated: forms and frequencies of distance learning; the possibility of students’ response to study obligations (due to closed libraries); difficulties, advantages and possibilities of conducting online teaching; students’ dissatisfaction with the quality of the organisation and implementation of online teaching, and opportunities for quality development.

Results. Findings identified difficulties in the lack of ICT competencies of both students and teachers, mixed-use of different platforms, workload and lack of adequate literature. Students assessed the greater availability of teaching materials and more reachable teachers as positive, and experience of discussions on social networks as one of the useful ways of distance learning. By exchanging the content of teaching materials, they developed new learning strategies and showed possible new adaptations to learning using social networking. Students’ dissatisfaction with online teaching could be interpreted by their subjective reasons and contextual conditions.

Scientific novelty. The data processed in this research are triangulated with worldwide research on study conditions during lockdowns. It can be concluded that regardless of the previous lockdowns basic use of ICT (sending and receiving seminar tasks over e-mail), most higher education institutions were not ready for an overall transition to online teaching. The findings point to the need for systematic research into the possibilities of applying new technologies in the study process (learning, availability of relevant sources, networking of scientists, and quality exchange of information).

Practical significance. Given that before the COVID-19 at this Faculty there was no similar research, nor experience with any online teaching forms, it is difficult to determine the extent of the change. Nevertheless, it is possible to conclude that the teaching staff did not have adequate ICT competencies for the implementation of quality online teaching. The quality of teaching in this research was contributed by more reachable teaching staff and their willingness to cooperate. In the changed living conditions as a consequence of the pandemic, it is possible to expect further changes in the way of studying. The insight and analysis of students’ opinions through this research could contribute to the development of the quality of the teaching process in any given crisis.

1. Guterres A. The future of education is here [Internet]. United Nations; 2020 [cited 2021 Apr 03]. Available from: https://www.un.org/en/coronavirus/future-education-here

2. Burgess S., Sievertsen H. H. Schools, skills, and learning: The Impact of COVID-19 on Education. VoxEU.org [Internet]. 2020 [cited 2021 Apr 03]. Available from: https://voxeu.org/article/impact-covid-19-education

3. McPake J., Plowman L., Stephen C. Pre-School children creating and communicating with digital technologies in the home. British Journal of Educational Technology. 2013; 44: 421–431. DOI: 10.1111/j.1467-8535.2012.01323.x

4. Edwards S., Nolan A., Henderson M., Mantilla A., Plowman L., Skouteris H. Young children’s everyday concepts of the Internet: A platform for cyber-safety education in the early years. British Journal of Educational Technology. 2018; 49: 45–55. DOI: 10.1111/bjet.12529

5. Manches A., Plowman L. Computing education in children’s early years: A call for debate. British Journal of Educational Technology. 2017; 48: 191–201. DOI: 10.1111/bjet.12355

6. Ladson-Billings G. Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Educational Review. 2014; 84: 74–84. DOI: 10.17763/haer.84.1.p2rj131485484751

7. Caraballo L., Lozenski B. D., Lyiscott J. J., Morrell E. YPAR and critical epistemologies: Rethinking education research. Review of Research in Education. 2017; 41: 311–336. DOI: 10.3102/0091732X16686948

8. Kim J. Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood. 2020; 52: 145–158. DOI: 10.1007/s13158-020-00272-6

9. Jukić D. Technical preparedness and motivation of Croatian university students for online form of learning. Life and School: Journal for the Theory and Practice of Education [Internet]. 2017 [cited 2020 Jan 20]; LXIII; 93–102. Available from: https://hrcak.srce.hr/193882

10. Banić B., Andevski M. Informacione tehnologije iz diskursa umreženog društva i društva znanja. In: Sintesis 2019 – International Scientifi Conference of Information Technology and Data Related Research. 2019. p. 410–417. DOI: 10.15308/Sinteza-2019-410-417 (In Croatian)

11. Jokić-Begić N., Hromatko I., Jurin T., Kamenov Ž., Keresteš G., Kuterovac-Jagodić G., et al. Kako smo? Život u Hrvatskoj u doba korone. Preliminarni rezultati istraživačkog projekta [Internet]. Zagreb: Department of Psychology Faculty of Humanities and Social Sciences University of Zagreb; 2020 [cited 2020 Jan 20]. Available from: https://web2020.ffzg.unizg.hr/covid19/wp-content/uploads/sites/15/2020/06/Kako-smo_Preliminarnirezultati_brosura.pdf (In Croatian)

12. Siemens G. Connectivism: Learning as network-creation. E-Learning Space [Internet]. 2005 [cited 2021 Apr 02]. Available from: http://masters.donntu.org/2010/fknt/lozovoi/library/article4.htm

13. Carrillo C., Flores M. A. COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education. 2020; 43: 466–487. DOI: 10.1080/02619768.2020.1821184

14. Miljković D., Đuranović M., Vidić T. Odgoj i obrazovanje iz teorije u praksu. Zagreb: IEP-D2 i Teacher Education Faculty University of Zagreb; 2019. 271 p. (In Croatian)

15. Michnick Golinkoff R., Hirsh-Pasek K. Becoming brilliant: What science tells us about raising successful children. Washington, DC: American Psychological Association; 2016. 344 p.

16. Bulić M., Kostović Vranješ V. The impact of e-learning on student selfresponsibility in doing their homework. Školski Vjesnik: Journal for Pedagogic Theory and Practice [Internet]. 2019 [cited 2021 Apr 02]; 68: 112–126. Available from: https://hrcak.srce.hr/230624

17. Anderson T., Dron J. Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning. 2011; 12: 80–97. DOI: 10.19173/irrodl.v12i3.890

18. Dunaway M. K. Connectivism: Learning theory and pedagogical practice for networked information landscapes. Reference Services Review. 2011; 39: 675–685. DOI: 10.1108/00907321111186686

19. Corbett F., Spinello E. Connectivism and leadership: Harnessing a learning theory for the digital age to redefi leadership in the twenty-fi century. Heliyon. 2020; 6: e03250. DOI: 10.1016/j.heliyon.2020.e03250

20. Marciano J., Peralta L. M., Lee J., Rosemurgy H., Holloway L., Bass J. Centering community: Enacting culturally responsive-sustaining YPAR during COVID-19. Journal of Multicultural Education. 2020; 14. DOI: 10.1108/JME-04-2020-0026

21. Studij. Hrvat. Encyclopedia Online 2021 [Internet]. 2021 [cited 2021 Apr 02]. 11 volumes. p. 9272. Available from: http://www.enciklopedija.hr/Natuknica.aspx?ID=58519) (In Croatian)

22. Šuljok A. Scientific literacy and attitudes towards science in Croatia. Sociology and Space: Journal for Spatial and Socio-Cultural Development Studies. 2020; 58; 85–111. DOI: 10.5673/sip.58.1.4

23. Sorić I. Samoregulacija učenja. Možemo li naučiti učiti. Jastrebarsko: Naklada Slap; 2014. 665 p. (In Croatian)

24. Vrdoljak G., Vlahović-Štetić V. Odnos ciljeva postignuća, strategija učenja i ocjena u srednjoškolskoj nastavi fizike. Psihologijske Teme. 2018; 27: 141–157. DOI: 10.31820/pt.27.2.1 (In Croatian)

25. Kundačina M., Visković I. Ekološke kompetencije kao nova kultura učenja. Иновације у Настави. 2016; 29; 32–40. DOI: 10.5937/inovacije1604032K (In Croatian)

26. Freire P. Pedagogy of the oppressed. Zagreb: ODRAZ – Održivi razvoj zajednice; 2002. 181 p.

27. Pegrum M. From blogs to bombs: The future of digital technologies in education. Crawley, W. A.: UWA Publishing: 2009. 146 p.

28. Wedenoja L. What to expect when you weren’t expecting online classes [Internet]. New York: Rockefeller Institute of Government; 2020 [cited 2021 Apr 02]. Available from: https://rockinst.org/blog/what-to-expect-when-you-werent-expecting-online-classes/

29. Van Schagen Johnson A., La Paro K. M., Crosby D. A. Early practicum experiences: Preservice early childhood students’ perceptions and sense of efficacy. Early Childhood Education Journal. 2017; 45: 229–236. DOI: 10.1007/s10643-016-0771-4

30. Fedynich L. V. Teaching beyond the classroom walls: The pros and cons of cyber learning. Journal of Instructional Pedagogies [Internet]. 2013 [cited 2021 Apr 02]; Available from: https://www.aabri.com/manuscripts/131701.pdf

31. Dukić D., Jukić D. Predictors of Online learning acceptance among university students: An analysis based on data mining. Technical Journal [Internet]. 2015 [cited 2021 Apr 02]; 9: 279–284. Available from: https://hrcak.srce.hr/146234

32. Gabrilo G., Rodek J. Learning via internet – students’ opinions and attitudes. Školski Vjesnik: Journal for Pedagogic Theory and Practice [Internet]. 2009 [cited 2021 Apr 02]; 58: 281–299. Available from: https://hrcak.srce.hr/82600

33. Chao S. H., Jiang J., Hsu C. H., Chiang Y. T., Ng E., Fang W. T. Technologyenhanced learning for graduate students: Exploring the correlation of media richness and creativity of computer-mediated communication and face-to-face communication. Applied Sciences. 2020; 10: 1602. DOI: 10.3390/app10051602

34. Kop R. The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distributed Learning. 2011; 12: 19–38. DOI: 10.19173/irrodl.v12i3.882

35. Grassian E. S. Information Literacy Instruction: Theory and Practice with Companion CD-ROM. 2nd ed. New York: Neal-Schuman Publishers Inc.; 2009. 412 p.

36. Bagriacik Yilmaz A. Distance and face-to-face students’ perceptions towards distance education: A comparative metaphorical study. Turkish Online Journal of Distance Education [Internet]. 2019 [cited 2021 Apr 02]; 20: 191–207. Available from: https://files. eric.ed.gov/fulltext/EJ1201959.pdf.

37. Reimers F. M., Schleicher A. A Framework to Guide an Education Response to the COVID-19 Pandemic of 2020 [Internet]. In: OECD 2020. 2020 [cited 2021 Apr 02]. p. 40. Available from: https://www.hm.ee/sites/default/files/framework_guide_v1_002_harward.pdf

38. Claeys-Kulik A. L., Jørgensen T. E., Stöber H. Diversity, equity and inclusion in European higher education institutions: Results from the INVITED project. Brussels: European University Association asbl; 2019. 51 p.

39. Andersen S. C., Nielsen H. S. Learning from performance information. Journal of Public Administration Research and Theory. 2020; 30: 415–431. DOI: 10.1093/jopart/muz036

40. Visković I., Jevtić A. V. Development of professional teacher competences for cooperation with parents. Early Child Development and Care. 2017; 187: 1569–1582. DOI: 10.1080/03004430.2017.1299145

41. Knowles M. S., Swanson R. A., Holton III E. F. The adult learner: The definitive classic in adult education and human resource development. 7th ed. Amsterdam; Boston: Butterworth-Heinemann; 2011. 424 p.

42. Murphy R., Wyness G. Minority report: The impact of predicted grades on university admissions of disadvantaged groups [Internet]. CEPEO Working Paper Series; Centre for Education Policy and Equalising Opportunities. UCL Institute of Education; 2020 [cited 2021 Apr 02]. Available from: https://repec-cepeo.ucl.ac.uk/cepeow/cepeowp20-07.pdf

43. Piopiunik M., Schwerdt G., Simon L., Woessmann L. Skills, signals, and employability: An experimental investigation. European Economic Review. 2020. 123 p.

44. Batarelo Kokić I. Learning from home: Schooling in the time of pandemic. In: Scientific conference COVID-19 – Implications for Education in the Republic of Croatia. 2020. p. 7–25.

45. Sablić M., Klasnić I., Škugor A. Teachers in quarantine: Challenges for the new normal schooling at home and distance teaching during HR-COVID-19. 2020. p. 87–107.

46. Pavlović Vinogradac V., Pavičić Vukičević J., Cajner Mraović I. Value system as a factor of young people’s trust in education during the COVID-19 pandemic in three countries of Southeast Europe. Društvene i Humanističke Studije. 2020; 5; 331–353.

47. Ristić Dedić Z. Pilot istraživanje učeničkih potreba i suočavanja s izazovima online nastave u ožujku 2020. godine (Preliminarno Izvješće) – Serija IDIZ-Ovi Vidici 003 [Internet]. Zagreb: Institut za društvena istraživanja u Zagrebu; 2020 [cited 2021 Apr 02]. Available from: https://www.acs.si/wp-content/uploads/2020/11/Education_and_training_monitor_2020-country_analysis.pdf (In Croatian)