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The COVID-19 pandemic has triggered numerous changes in all spheres of social life. While many countries have been analysing the economic damage caused by the pandemic, its detrimental impact on education can only be anticipated. The changes in the teaching process implementation and in the work process in the education system started unexpectedly, like in all other spheres of life. Accessibility, economic efficiency, flexibility, individual and lifelong learning are some of the characteristics and advantages of online learning. Yet, the actual practice has shown that neither students nor teachers are satisfied with this way of teaching. The aim of this research was to gain insight into how students perceive the quality of online teaching during the pandemic. Participants in the research were 713 students attending teacher education faculties of the University of Zagreb. They filled in an online questionnaire which had been designed to examine their perception of the quality of online teaching, the knowledge they had acquired during the online teaching period, their own engagement in the learning and teaching process, the type of online teaching they preferred, and the problems they had faced during online teaching. The results indicate that the respondents were satisfied with the quality of online teaching, as well as with the knowledge they had gained and their own effort and work. It was revealed that online lectures delivered in real time were the most desirable type of online teaching, while the least desirable one was sending students written instructions for independent work. As was expected, more than 70% of students do not like online teaching. Statistically significant differences were found between the students who love and those who do not love online teaching. It was determined that students who like online teaching perceive it as a quality process, are more satisfied with the acquired knowledge and invest more effort in it. |
