Abstract
The article analyzes the challenges posed by rapid shifting from face-to-face to online teaching/learning due to the Covid-19 pandemic. Along with other educational institutions Vilniaus kolegija/University of Applied Sciences had to switch to online teaching/ learning. After a year of new experience, a cross-sectional study was conducted to establish students’ and teachers’ perceptions of online learning and highlight areas for improvement. Two surveys were conducted: a student survey (N=39) and a teacher survey (N=13). The findings revealed that the vast majority of the respondents in both groups feel fully or partially satisfied with online teaching/learning and academic achievements. Of the two main tools engaged in online teaching/learning preference is given to Microsoft Teams, leaving the Moodle platform slightly behind. The authors conclude that despite overall positive feedback some improvements are necessary to raise the quality of online teaching/learning. Further research would help to monitor the development of the situation.
Highlights
The COVID -19 pandemic situation has impacted the entire education system and brought a new phase in education which is marked by shifting form traditional face-to-face learning in classroom to online learning
The research revealed general global tendencies and highlighted positive and negative aspects of online teaching/learning after two semesters of virtual classes at Vilniaus kolegija/University of Applied Sciences: 1. Analysis of a number of studies published in the period March – May 2021 suggests that online learning is a new reality imposed by the Covid-19 pandemic that both teachers and students struggle to adapt to
The majority of the surveyed students at Vilniaus kolegija/UAS were found to be satisfied with online learning and their academic achievements, which is consistent with previous research data obtained in other countries, such as Croatia, Turkey and Indonesia
Summary
The COVID -19 pandemic situation has impacted the entire education system and brought a new phase in education which is marked by shifting form traditional face-to-face learning in classroom to online learning. Dhawan (2020, p.7) defines it as ‘learning experiences in synchronous or asynchronous environments using different devices (e.g., mobile phones, laptops, etc.) with access to the internet’ In these environments, students can be anywhere to learn and interact with instructors and other students. The aim of the study is to investigate undergraduate students’ satisfaction with online courses of the English language and teachers’ attitudes and concerns regarding online teaching at Vilniaus kolegija/UAS. Review scientific literature to overview the global situation in higher education in the pandemic conditions and establish current tendencies and challenges related to online teaching/learning; 2. The teacher survey involved 13 English language teachers (87% response rate) from all seven faculties of Vilniaus kolegija/UAS They had to complete a questionnaire with 30 open-ended and closed-ended questions
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