Czech and Slovak Educators' Online Teaching Experience: A Covid-19 Case Study

Jozef Hvorecký,Soňa Ferenčíková,Jozef Šimúth,Michal Beňo,Renata Janošcová

doi:10.18267/j.aip.162

Abstract

The surge in interest in online teaching increased not only due to the pandemic. It had been growing even before. The main objective of this study is therefore to explore how online teaching has changed. It addresses experience and opinions of educators of Czech and Slovak universities in the period from the first days of the COVID-19 lockdown (March 2020) till the peak of its second wave (May 2021). To examine the impact of disharmony, the authors investigated Czech and Slovak university educators’ activities and behaviour during their online teaching. A descriptive statistics approach was applied. A total of 172 educators participated in our online survey. Our results reveal that online teaching has become a fundamental component of their education. Our outcomes demonstrate their low preparation for this unexpected event as well as their quick adaptation to the new situation. Additionally, data indicate that their difficulties reconcile their previous experience and teaching practices with online teaching. Finally, they show that about half of them are still sceptical about the future of online education and dream of return to traditional teaching. Our results also indicate that universities should facilitate their efforts in developing online education methodology and overall support to their educators.

Highlights

Already before COVID-19, distance education was widespread in e-coursework among non-traditional students (Allen and Seaman, 2010), in particular among those who are employed or have family obligations (Aslanian, 2001) and/or are older, have a full-time job, or have other challenges in coming to the campus (Makoe et al, 2008)
From 20 April to 10 May 2021, an online web survey was distributed among Czech and Slovak educators aged 20 years or older
The results reveal a low portion of online education at Czech and Slovak universities

Summary

Introduction

Already before COVID-19, distance education was widespread in e-coursework among non-traditional students (Allen and Seaman, 2010), in particular among those who are employed or have family obligations (Aslanian, 2001) and/or are older, have a full-time job, or have other challenges in coming to the campus (Makoe et al, 2008). It forced all educational institutions to replace their standard (face-to-face) mode of education to the online (face-todisplay) mode. 300), e-learning and e-working resemble each other in “giving up daily interactions with people who are working in the same location” They further explain that “for some types of students (especially for adult working professionals), combined (on-site and online) learning and solely online learning is preferred as the only possibility to complete or continue courses or education. For some students, such as recent high-school graduates, an experience of learning and living in campus is preferential.”. For some students, such as recent high-school graduates, an experience of learning and living in campus is preferential.” In the post-COVID period, new quality and service will be required (Currie et al, 2020)

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