- Author:
Anna Waligóra
- E-mail:
anna.waligora@polsl.pl
- Institution:
Politechnika Śląska
- ORCID:
https://orcid.org/0000-0002-5543-7010
- Year of publication:
2021
- Source:
Show
- Pages:
117-133
- DOI Address:
https://doi.org/10.15804/kie.2021.03.06
- PDF:
kie/133/kie13306.pdf
Remote teaching during the COVID-19 pandemic – students’ opinions, conclusions, practical implications. Research report
This article presents the results of own research carried out on a sample of 507 students of Polish universities who, due to the global pandemic situation, carried out their classes at their home university as part of education using remote education methods and techniques. The research was carried out at the turn of March and April 2021 to learn about the reflections of students who, as it can be assumed, have already got used to remote education. The objectives of the research were focused on learning about the methods of delivering lectures, practical, training, and laboratory classes at universities during the pandemic, as well as communication and technology tools that academic teachers used in the process of learning and communicating with students. The research was focused on identifying the level of students’ involvement and motivation in the education process during a pandemic, as well as on the diagnosis of factors that make it difficult for students to learn remotely. The aim of the research was also to find out about the competencies of students, which were developed during remote education, and additionally, the forms of learning preferred by students, enabling the achievement of the assumed didactic goals.
- Author:
Mihaela Brumen
- E-mail:
mihaela.brumen@um.si
- Institution:
University of Maribor
- ORCID:
https://orcid.org/0000-0001-8147-3026
- Author:
Špela Kovač Sanda
- E-mail:
spela.kovacs@gmail.com
- Institution:
Bogojina Primary School
- Author:
Tomaž Bratina
- E-mail:
tomaz.bratina@um.si
- Institution:
University of Maribor
- ORCID:
https://orcid.org/0000-0002-8637-5529
- Year of publication:
2022
- Source:
Show
- Pages:
132-143
- DOI Address:
https://doi.org/10.15804/tner.22.67.1.10
- PDF:
tner/202201/tner6710.pdf
Global research studies on distance education in foreign language learning focus primarily on secondary schools or higher education. The paper examines primary school foreign language teachers’ (n=119) perceptions of distance teaching during the COVID-19 pandemic compared to face-to-face education. The purpose of the study was to investigate the quality, achieved learning outcomes, advantages and obstacles faced by FL teachers in remote teaching. Based on the e-questionnaire, our study indicated that distance FL teaching was more challenging and stressful than classroom teaching because primary school students were not responsive to technology and needed parental guidance. Primary school students rely on cognitive and socio-emotional support from the FL teacher.
- Author:
Marta Kaliska
- E-mail:
m_kaliska@umk.pl
- Institution:
Uniwersytet Mikołaja Kopernika w Toruniu
- ORCID:
https://orcid.org/0000-0001-9113-4562
- Year of publication:
2023
- Source:
Show
- Pages:
121-136
- DOI Address:
https://doi.org/10.15804/IW.2023.14.2.06
- PDF:
iw/14_2/iw14206.pdf
The Usefulness of the Textbook in the Teaching of Italian in In-Person and Remote Contexts
The present article is aimed at observing the usefulness of the traditional paper textbook for Italian language teaching in two educational contexts: in in-person and remote teaching. Its main research question concerns possible differences and similarities in the use of the textbook in the traditional and virtual classroom. The focus is also put on the specifics of the textbook application, such as the selection of content, types of texts, and activities preferred by teachers. In the first part of the article, the theoretical basis is illustrated and the definition of language textbooks and the specifics of remote teaching during and after the Covid-19 pandemic are highlighted. In the second, analytical part, the data from the survey on the usefulness of the traditional textbook in in-person and remote teaching have been presented. The relevant questionnaire was distributed from March to July 2022 via Google Forms among Italian language teachers working in different European countries, where Italian is taught as a foreign language, and Italy, where Italian is taught as a second language. The survey was aimed at capturing similarities and differences regarding the use of textbooks in these two teaching contexts. The results showed that the textbook still represents an important teaching tool both in person and via the Internet, mostly in the context of teaching Italian as a foreign language—outside the Italian-speaking area.