2 research outputs found
Emergency online learning during the first Covid-19 period: Students' perspectives from Bosnia and Herzegovina, North Macedonia, Poland and Turkey
© 2021 Lina Miloshevska et al., published by Sciendo.In spring 2020 both teachers and learners experienced the interruption of education as it had been established for over 150 years and seemed to be unchangeable. The paper focuses on students' perspectives on how they perceive the changes in learning due to the pandemic educational emergency response based on the results of a survey of students in four countries: Bosnia and Herzegovina, North Macedonia, Poland and Turkey. We aim at discussing the data collected at the end of the 2019-2020 Spring semester. The research focuses on the accessibility of the tools for learning, modes of instruction, as well as interaction patterns. In addition, we present students' opinions on the difficulties they experienced, the learning strategies they adopted and what aspects of online learning should remain as a regular educational practice after the pandemic period
LANGUAGE TEACHERS AND CROWDSOURCING: INSIGHTS FROM A CROSS -EUROPEAN SURVEY
The paper presents a cross-European survey on teachers and crowdsourcing. The survey examines how familiar language teachers are with the concept of crowdsourcing and addresses their attitude towards including crowdsourcing into language teaching activities. The survey was administrated via an online questionnaire and collected volunteers' data on: (a) teachers' experience with organizing crowdsourcing activities for students/pupils, (h) the development of crowdsourced resources and materials as well as (c) teachers' motivation for participating in or employing crowdsourcing activities. The questionnaire was disseminated in over 30 European countries. The final sample comprises 1129 language teachers aged 20 to 65, mostly working at institutions of tertiary education. The data indicates that many participants are not familiar with the concept of crowdsourcing resulting in a low rate of crowdsourcing activities in the classroom. However, a high percentage of responding teachers is potentially willing to crowdsource teaching materials for the language(s) they teach. They are particularly willing to collaborate with other teachers in the creation of interactive digital learning materials, and to select, edit, and share language examples for exercises or tests. Since the inclusion of crowdsourcing activities in language teaching is still in its initial stage, steps for further research are highlighted