STUDENTS SATISFACTION WITH INTERACTION AND COMMUNICATION DURING ONLINE CLASSES IN THE COVID-19 PANDEMIC
Published: 4 Oct 2021
Abstract: Covid-19 has undoubtedly affected all segments of human life, and thus education. Teachers and students around the world have faced a great challenge: to switch to various forms of online teaching through different platforms in the shortest possible time. Because teaching was thus forced rather than freely chosen, various factors influenced how successful online teaching would be. As one of the key elements of good and quality teaching, Meyer cites the establishment of good communication between teachers and students (Meyer, 2005). In this paper, we have examined the differences in student satisfaction with interaction and communication regarding online teaching during the Covid-19 pandemic depending on the academic achievement in their studies and the study year. We have started from the assumption that certain differences exist between the given variables. Total of 356 students of the Faculty of Medicine in Foča participated in the research. The obtained results show that there are differences in students’ satisfaction with interaction and communication during online classes depending on the study year (X² = 30,721, with p = 0,000), students in the second study year have the least satisfaction with interaction and communication during online classes, while students in the sixth year show the highest satisfaction. The second part of the results says that there are no differences in students’ satisfaction with interaction and communication during online teaching depending on the academic success they achieve during their studies.
Keywords: interaction and communication, online teaching, covid-19 pandemic
Cite this article: Ranka Perućica, Olivera Kalajdzić, Jelena Pavlović, Biljana Sladoje Bošnjak, Sonja Kaurin, Vesna Cvjetinović. STUDENTS SATISFACTION WITH INTERACTION AND COMMUNICATION DURING ONLINE CLASSES IN THE COVID-19 PANDEMIC. Journal of International Scientific Publications: Educational Alternatives 19, 122-131 (2021). https://www.scientific-publications.net/en/article/1002295/
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