Abstract:

In Croatia, before the start of the COVID-19 pandemic in March 2020, only 20% of higher education classes took place remotely. Teaching through different platforms due to the prolonged crisis situation was a great challenge for all participants. The level of preparation and experience of teachers and students at Croatian higher education institutions were very different. As research related to the circumstances of teaching in the digital environment at the very beginning of the public health crisis caused by Coronavirus is rare, this paper aims to investigate the personal experience of teachers and students in relation to certain aspects of distance learning in Croatian higher education institutions during the first 30 days of COVID19. The anonymous web survey was conducted during April and May 2020, on a deliberate sample of students (N = 249, F = 66.27%) and teachers (N = 77, F = 70.13%) of Croatian higher education institutions (public institution N = 88.32%). A questionnaire for data collection was created which, in addition to general data, collected information related to participants' personal experiences and satisfaction with the facilitation, design and quality of distance learning and their own response due to sudden circumstances and perceived learning outcomes. For the purposes of this paper, data were processed by descriptive statistics procedures and appropriate nonparametric methods (chi-square test - χ2) and presented in the form of absolute or relative frequencies. In this sample, the student population shows the highest satisfaction with the amount of technical support received in the personal environment (M = 7.76; SD = 2.383) and the personal adjustment to the distance learning (M = 7.35; SD = 2.699), while the least satisfied are with their own interaction (M = 5.72; SD = 3.099). In comparison to students, teachers generally show higher values of satisfaction, as with the provided technical support in the personal environment (M = 8.38; SD = 2.519) and provided institutional support (M = 8.22; SD = 2,634), however they were least satisfied with student interaction during the online learning activities (M = 6.70; SD = 2.656). By testing the randomness of the distribution of student responses, a high correlation was found at the level of statistical significance p <1% on variables in relation to personal participants’ experience (χ2 = 87,647, df = 4), assessment of learning outcomes (χ2 = 162,446, df = 5) and examples of good practice they would like to apply in contact teaching (χ2 = 40,819, df = 4). Given that no significance was found in teachers’ answers on the same variables, it seems that in this sample, realised patterns of remote learning in crisis situations cannot be described as innovative or focused on developing new tools, skills and knowledge in distance learning. "On-line" classes held in the summer semester of the 2019/20 academic year are in fact classic classes that were held in a digital environment due to extraordinary circumstances. This paper seeks to contribute the increase of the number of accredited distance learning programs and positive change towards high education distance learning competences.

Keywords:

COVID19, public health crisis, distance learning, Croatian experience of teachers and students, satisfaction with distance learning