The Quality of Online Higher Education Teaching During the Covid-19 Pandemic

Authors

  • Jasmina Arsenijević Preschool Teacher Training College in Kikinda, Serbia https://orcid.org/0000-0003-2347-6573
  • Alla Belousova Faculty “Psychology, Pedagogy and Defectology”, Department of educational psychology and organizational psychology, Don State Technical University, Rostov-On-Don, Russia https://orcid.org/0000-0002-7506-3749
  • Yulia Tushnova Faculty “Psychology, Pedagogy and Defectology”, Department of educational psychology and organizational psychology, Don State Technical University, Rostov-On-Don, Russia https://orcid.org/0000-0001-8579-2630
  • Gabriela Grosseck Department of Psychology, West University of Timisoara, Romania https://orcid.org/0000-0001-8933-1022
  • Angela Mesaroš Živkov Preschool Teacher Training College in Kikinda, Serbia https://orcid.org/0000-0003-2385-9304

DOI:

https://doi.org/10.23947/2334-8496-2022-10-1-47-55

Keywords:

online teaching, Community of Inquiry, higher education, research, student

Abstract

This paper presents a study of online teaching in higher education during the 2021/2022 school year, during the Covid 19 pandemic. The theoretical foundation of this research is Community of Inquiry (CoI) framework, according to which online teaching is realized through social presence (students’ interaction), teaching presence (student-teacher interaction) and cognitive presence (student-content interaction). This quantitative research was conducted in six countries: Serbia, Croatia, Bosnia and Herzegovina, Slovenia, Romania and Russia, and the answers were received from 808 students. At all participating faculties, online teaching was applied during the observed period, and in almost 80% of cases it was realized in full or to a greater extent than in in-person classes. The aim was to determine CoI presences and to identify possible differences among countries. The obtained data was processed with quantitative descriptive analysis and Kruskal–Wallis H test. The highest values of CoI presence were noted in Russia and Romania, then Slovenia and Croatia, and the lowest in Bosnia and Herzegovina and Serbia. In the whole sample, teaching presence has been most represented, followed by social presence, while the cognitive presence has been scored the least. Entire CoI presence was assessed as partially represented, as well as its three elements, the lowest of which is cognitive presence. In order to improve the online teaching process, in this paper technological and pedagogical training of teachers for online teaching, support for students for the use of digital tools for online learning and the provision of IT experts as necessary technical support are recommended.

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Published

2022-04-20

How to Cite

Arsenijević, J., Belousova, A., Tushnova , Y., Grosseck, G., & Mesaroš Živkov, A. (2022). The Quality of Online Higher Education Teaching During the Covid-19 Pandemic. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 10(1), 47–55. https://doi.org/10.23947/2334-8496-2022-10-1-47-55

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