Cickovska, Elena (2022) SHIFT BACK TO ON-SITE TEACHING IN HIGHER EDUCATION –STUDENTS’ PERSPECTIVE. KNOWLEDGE - International Journal, 53 (2). pp. 285-292. ISSN 2545-4439 (Online)
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Abstract
The present study focuses on students’ perception of learning and teaching in higher education after returning back to on-site classes. Qualitative data are collected from questionnaires and interviews with students (N 94) at the University St. Kliment Ohridski - Bitola, North Macedonia, at the end of the summer semester 2022. The main objective of this research is to identify students’ expectations, experiences and preferences about teaching practices at tertiary level after experiencing both modes, remote and on-site instruction. The findings show that the expectations were slightly different depending on whether students experienced pre-COVID tertiary education or enrolled during the lockdown. The expectations for moving back to campus of the first group (N 39) were that in-person teaching would be the same as pre COVID but more digitally enhanced. Their preferences for the future did not change and do not defer from the preferences of the second group. The second group of students (N 55), after going back to campus partly changed their preferences for future learning and teaching because their expectations of in-person instruction are not met. They preferred the on-site mode and expected changes regarding the lack of interaction with peers, lack of active engagement in class, of collaborative learning and the anxiety to speak in front of the class, experienced in remote classes. Having the comparison students want more flexibility in learning and teaching in general and would prefer blended learning involving both modes, on-site classes supplemented with online activities, digital distribution of class materials as well as recorded lectures. For on-site classes they demand active teaching methods, group assignments and interaction, support in student-teacher communication and thus a student-centered approach. The results suggest that educators reproduced physical classroom approaches in remote synchronous teaching and returned to well-known methods in the on-site mode. Referenced to other research, that was caused by overload and tiredness of the educators who were forced to adapt to the emergency remote teaching without professional assistance and training. To achieve sustainability of the educational process in higher education students’ perspectives, preferences and performance need to be considered. Educational activities in on-site and online teaching have to be adapted and re-adapted based on evidence, and have to foster engagement, encourage in class communication and build relationships. To implement future effective solutions the educators need permanent training and support with focus on pedagogical and digital methodologies.
| Item Type: | Article |
|---|---|
| Subjects: | Scientific Fields (Frascati) > Social Sciences > Educational sciences Scientific Fields (Frascati) > Humanities > Languages and literature |
| Divisions: | Faculty of Tourism and Hospitality |
| Depositing User: | Prof. d-r Elena Cickovska |
| Date Deposited: | 01 Mar 2023 13:05 |
| Last Modified: | 01 Mar 2023 13:05 |
| URI: | https://eprints.uklo.edu.mk/id/eprint/7744 |
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