Tatjana Ilić-Kosanović – University „Union – Nikola Tesla“, School of Engineering Management, Bulevar vojvode Misica 43, 11000 Belgrade, Serbia
Damir Ilić – University „Union – Nikola Tesla“, School of Engineering Management, Bulevar vojvode Misica 43, 11000 Belgrade, Serbia
6th International Scientific-Business Conference – LIMEN 2020 – Leadership, Innovation, Management and Economics: Integrated Politics of Research – SELECTED PAPERS, Online/virtual, November 26, 2020, published by the Association of Economists and Managers of the Balkans, Belgrade; Printed by: SKRIPTA International, Belgrade, ISBN 978-86-80194-40-0, ISSN 2683-6149, DOI: https://doi.org/10.31410/LIMEN.S.P.2020
In the second decade of the 21st century, there is an ongoing discussion on the value of online classes in higher education as the implementation of new technologies in the higher education processes is on the rise. The main questions that are emerging are the level of interactions, quality of knowledge transfer, and development of critical thinking. Several previously conducted research concluded that online models of higher education teaching add more value than traditional methods, and some of the research has shown the shortcomings of online higher education programs. The pandemic of Covid-19 disease caused by a Corona Virus (SARS-CoV-2) has forced most of the higher education institutions in Europe to transfer almost the entire educational process to online platforms.
In this paper, the satisfaction of the teachers and the students with the online classes’ effectiveness regarding the teacher-student communication, knowledge transfer, and development of critical thinking in the case of the School of Engineering Management in Belgrade, Serbia, is researched through a short survey and interviews. Statistical analysis has shown that there is a statistically significant difference between students’ and teachers’ satisfaction. Furthermore, in short interviews, it is shown that the students are more receptive to knowledge transfer, teacher-student communication, and the development of critical thinking through online classes than the professors. As the sample is small, further empirical research on the wider sample is needed in order to get more compelling conclusions.
Online classes, Covid-19 pandemic, Teachers, Students, Knowledge transfer, Higher education.
Alawamleh, M., Al-Twait, L.M. and Al-Saht, G.R. (2020), “The effect of online learning on communication between instructors and students during Covid-19 pandemic”, Asian Education and Development Studies, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/AEDS-06-2020-0131
Alexander, M. M. et al. (2014) ‘Snapshot of a Hybrid Learning Environment’, Quarterly Review of Distance Education, 15(1), pp. 9–21. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=97849238&site=ehost-live (Accessed: 13 November 2020).
Aristovnik A, Keržič D, Ravšelj D, Tomaževič N, Umek L. (2020) Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability; 12(20):8438. https://doi.org/10.3390/su12208438
Baker, R. et al. (2019) ‘Does Inducing Students to Schedule Lecture Watching in Online Classes Improve Their Academic Performance? An Experimental Analysis of a Time Management Intervention’, Research in Higher Education, 60(4), pp. 521–552. doi: 10.1007/s11162-018-9521-3.
Bettinger, Eric P., Lindsay Fox, Susanna Loeb, and Eric S. Taylor. (2017) “Virtual Classrooms: How Online College Courses Affect Student Success.” American Economic Review, 107 (9): 2855-75. DOI: 10.1257/aer.20151193
Chen, Y.J., Chen, P. C. (2007) ‘Effects of Online Interaction on Adult Students’ Satisfaction’. The Journal of Human Resource and Adult Learning Vol. 3, Num. 2, December 2007, pp. 77-89.
Chirikov, I., Semenova, T., Maloshonok, N., Bettinger, E., & Kizilcec, R.F. (2020). Online education platforms scale college STEM instruction with equivalent learning outcomes at lower cost. Science Advances, 6(15).
Desai, D. et al. (2020) ‘Assessment of online teaching as an adjunct to medical education in the backdrop of COVID-19 lockdown in a developing country – An online survey’, Indian Journal of Ophthalmology, 68(11), pp. 2399–2403. doi: 10.4103/ijo.IJO_2049_20.
Drugas, M. I. (2020) ‘Teaching Psychology during the Covid-19 Pandemic. Challenges for Online Courses’, Psychological Thought, 13(2), pp. 273–285. doi: 10.37708/psyct.v13i2.541.
Engle, J. P. (2020) ‘Assuring Quality in Pharmacy Education During a Time of Crisis’, American Journal of Pharmaceutical Education, 84(6), pp. 646–650. doi: 10.5688/ajpe8135.
Estacio, R.R. and Raga Jr, R.C. (2017) “Analyzing students online learning behavior in blended courses using Moodle”, Asian Association of Open Universities Journal, Vol. 12 No. 1, pp. 52-68. https://doi.org/10.1108/AAOUJ-01-2017-0016
Heard, J., Scoular, C., Duckworth, D., Ramalingam, D., & Teo, I. (2020). Critical thinking: Definition and structure. Australian Council for Educational Research. https://research.acer.edu.au/ar_misc/38
Hermond, D. and Tanner, T. (2020) ‘Mastering Critical Thinking Competencies in Online Graduate Classes’, Administrative Issues Journal: Education, Practice & Research, 10(1), pp. 47–58. doi: 10.5929/2020.10.1.4.
Hollis, L. P. (2018) ‘Ghost Students and the New Wave of Online Cheating for Community College Students’, New Directions for Community Colleges, 2018(183), pp. 25–34. doi: 10.1002/cc.20314.
Narodna skupština Republike Srbije (2020) Odluka o ukidanju vanrednog stanja. “Službeni glasnik RS”, broj 65 od 6. maja 2020. Available at: https://www.pravno-informacioni-sistem.rs/SlGlasnikPortal/eli/rep/sgrs/skupstina/odluka/2020/65/1/reg. (Accessed: 19 May 2020).
Parks-Stamm, E. J., Zafonte, M. and Palenque, S. M. (2017) ‘The effects of instructor participation and class size on student participation in an online class discussion forum’, British Journal of Educational Technology, 48(6), pp. 1250–1259. doi: 10.1111/bjet.12512.
Pažun, B., & Langović, Z. (2020). Cloud computing concept in education systems. Serbian Journal of Engineering Management, 5(2), 25-32.
Republika Srbija. (2017) Zakon o visokom obrazovanju. [Higher Education Law]. Službeni glasnik Republike Srbije, br 88/2017, 27/2017. Beograd: Službeni glasnik Republike Srbije.
Roy, H. et al. (2020) ‘A Study on Students’ Perceptions for Online Zoom-app based Flipped Class Sessions on Anatomy Organised during the Lockdown Period of COVID-19 Epoch’, Journal of Clinical & Diagnostic Research, 14(6), pp. 1–4. doi: 10.7860/JCDR/2020/44869.13797.
Službeni glasnik. (2020), Odluka o proglašenju vanrednog stanja. “Službeni glasnik RS”, broj 29 od 15. Marta 2020. Available at https://www.pravno-informacioni-sistem.rs/SlGlasnikPortal/eli/rep/sgrs/predsednik/odluka/2020/29/1/reg (Accessed: 22 April, 2020).
Trout, B. S. (2020) ‘The Coronavirus-Induced Transition to Online Learning: Perceptions and Intentions of First-Time Online Students’, Quarterly Review of Distance Education, 21(1), pp. 1–11. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=146721347&site=ehost-live (Accessed: 13 November 2020).
Yang, Yi; Cornelius, Linda F. (2004) Students’ Perceptions towards the Quality of Online Education: A Qualitative Approach. Association for Educational Communications and Technology, 27th, Chicago, Il. October 19-23 2004. https://files.eric.ed.gov/fulltext/ED485012.pdf (Accessed: 13 November 2020).
Zhu, X., & Liu, J. (2020). Education in and After Covid-19: Immediate Responses and Long-Term Visions. Postdigital Science and Education, 1–5. Advance online publication. https://doi.org/10.1007/s42438-020-00126-3