Abstract:

The article gives an insight into pedagogical practices and study habits through students’ and teachers' perceptions after two years period of online learning. The effects of massive use of digitization of learning process, use of internet and technologies on students and teachers during online learning gives and keeps tools and forms of learning even after the transitioning into classroom learning. In many ways, it can be identified positively as it brings new opportunities to combine forms of learning into higher collaborative level. To be able to recognize the main drivers after transition, we investigate the opinion and perception of students and teachers of high school and university. We compare perceived engagement and perceived performance comparing the online with classroom learning. Findings could help course developers and teachers about student expectations in classroom learning as well as impose improvements to enhance student learning after transitiong from online to claroom learning.

Keywords:

Online learning, classroom learning, digital education, education, engagement, transition.