(source: Unspalsh.com)
While online learning offers advantages such as flexibility and accessibility, its pitfalls lie in technological, motivational and social challenges. The format still offers an unparalleled level of face-to-face interaction and dynamics that online learning cannot yet fully replace.
“As we have seen during the pandemic, online learning is not a suitable form of learning for most students, especially young ones, in the long term,” Barbora Tancerová, from the press department of Comenius University (UK), told The Slovak Spectator.
Students for whom online learning is suitable
Independent and motivated students
Tech-savvy, i.e. those who have no problem with digital tools (video conferencing platforms or e-learning applications)
Students with time constraints, i.e. those who are working, caring for family, or need flexibility in their schedule
More introverted students
Students with health or geographic limitationsUniversities and lecturers see the online form as suitable for those studying alongside their job or for those whose current situations, like illness, distance, parental responsibilities and so on, does not allow them to study full-time. It may also be suitable for shorter courses or as a supplement to full-time studies, for example, with lectures that the student listens to individually and seminars that they attend in person.
Source: ALKP
“However, even this is not suitable for all courses and all students,” said Tancerová.
Nevertheless, universities in Slovakia have been developing a new form of education that combines the advantages of both online and face-to-face learning. This is so-called “blended learning”, where part of the course is taken online and part in person.
“So-called BIPs (Blended Intensive Programmes) are becoming increasingly popular with students,” said Tancerová. “We are developing this form, especially in the area of international cooperation with partner universities, for example within our ENLIGHT university alliance.”
Online education is not subject to any regulation in Slovakia. In the case of higher education legislation, there are provisions in place that allow the use of online learning and tools, but do not regulate how and to what extent.
“It’s up to the university to assess the appropriateness of these tools,” said Katarína Kohútiková, spokesperson of the Education Ministry.
Differences between online and face-to-face learning
“Very simplistically, the main differences between these two forms of learning can be mainly in the pedagogical approach that the lecturer has to choose,” Tancerová said. “Different methods and procedures work in face-to-face teaching, different ones in online teaching.
The vice-rector for education at the University of Žilina (UNIZA), Anna Križanová, specifies that for the student, the difference is mainly in the flexibility and interactivity of learning. Online learning allows them to choose their own pace and time – when, and where, to learn. Students have the opportunity to return repeatedly to the content and exercises that have been created on the subject.
Students for whom online education is not ideal
Less disciplined students
Students with limited access to technology, i.e. those who do not have a stable internet connection, necessary devices, or knowledge of how to use them
Practically-oriented students, i.e. students in fields that require laboratory work, hands-on experience, or specific technical equipment (e.g. medicine, engineering)
Students who prefer social interaction
Source: ALKP
“Today’s technologies, including artificial intelligence, allow the construction of educational content in the online space in a very dynamic and interesting way,” said Križanová.
For the teacher, online teaching means a different approach to content creation. It should respect specific rules and procedures that can, however, bring about the dynamics in learning.
On the other hand, face-to-face teaching provides a unique atmosphere and emotion that naturally only arises when the teacher and students interact with each other, or students with each other.
“It creates a feeling that simply does not come across the screen,” said Križanová.
Face-to-face teaching also gives the teacher a unique space to develop cooperation, teamwork as well as a different level of discussion. The online space can never replace certain manual skills in different areas related to the field of study, which even college educated people should naturally have, she noted.
“It’s great if a student can see, virtually visit or even run measuring or other equipment remotely,” said Križanová. “However, a completely different emotion and experience arises from the actual construction of a device or a personally implemented procedure or research.”
The main challenges of online education
Online learning is a tool to increase the flexibility of education, by providing enhanced learning opportunities. The availability of technology and equipment, i.e. whether both the teacher and the student have a suitable computer, laptop or tablet, and whether sufficient internet access is available, may be problematic for online learning.
“With cameras off or microphones not working, an invisible wall is created between the teacher and the student, giving the student a certain anonymity,” Lucia Hrebeňárová, director of the Institute of Lifelong Learning at UNIZA, told The Slovak Spectator. “And it’s then extremely difficult for the teacher to introduce dynamics to the whole process.”
One solution is to incorporate various gamification or interactive elements into online learning. However, this requires specific digital competences from the teacher. This can sometimes be a problem and complicate or slow down the training process.
“However, if the teacher manages this phase or has a support team available at the university, the result is interesting and only requires less demanding adjustments and innovations on the part of the teacher in the future,” said Hrebeňárová.
In online learning, students may struggle to concentrate and face increased external distractions, potentially negatively impacting their learning outcomes.
But there is another danger for the student in the online space, in the form of loss of attention and concentration. The inability to engage in a discussion or other activity because of a malfunctioning microphone or camera, or passively listening to a lecture in the comfort of one’s home without a ‘nudge’, a comment or a joke from a neighbour sitting next to a student, can lead to passivity and lack of focus, Hrebeňárová noted.
“And once the computer is on, we are already checking our emails, surfing the internet while listening,” said Hrebeňárová.
Online learning is for self-disciplined students
Some form of online learning is appropriate for all students, but for some it should be seen as supplementary rather than their main type of learning. In higher education, universities should also discuss the possibility of online learning with stakeholders, e.g. students, alumni and employers, to ensure that learning is balanced.
Online learning can be very effective for students who are independent and technically capable, but may not be suitable for those who need face-to-face interaction or hands-on experience, noted Emília Jányová Lopušníková from the Association of Lecturers and Career Advisors (ALKP).
“The success of this form of learning depends on the individual needs of the student and the quality of the online program itself,” Jányová Lopušníková told The Slovak Spectator.
At UNIZA, they prefer face-to-face teaching as it enables more intensive interaction with students. Nevertheless, at the university’s Faculty of Electrical Engineering and Information Technology (FEIT UNIZA) they try to take advantage of both approaches through the concept of blended learning. An example is the teaching of programming to first year students. For this subject, we prepare video materials that are freely available to students and then conduct lectures in the form of quizzes where students can earn bonus points.
“This form encourages active participation and allows students to ask questions anonymously, thus improving their understanding of the material,” said Križanová. “Feedback from students on this model has been very positive, as it combines systematic learning with an interactive approach.”
Where to look for online learning programmes
Abroad, there are well-known platforms like Coursera that offer online learning programmes from prestigious universities around the world.
In Slovakia, there are currently plans to introduce so-called micro-certificates, short learning courses that will end with a certificate.
“Their offer, as well as a list of providers, will be available on a register now being prepared by the ministry,” the Education Ministry noted.
The list of courses using blended learning at UNIZA, mainly for subjects like Multimedia Technology and Communication and Information Technology, include computer science, scripting languages in information and communication technologies, multimedia web page development, object-oriented programming languages, dynamic web page development and web application development. These courses are mostly intended for first-year FEIT students.
Comenius University’s faculties offer plenty of online learning programmes. For example, the Faculty of Arts offers the European Course in Conference Interpreting. Several faculties also offer the possibility of full external study, for example the Faculty of Management or the Faculty of Law and the Faculty of Education.
“These courses and forms of education are in Slovak and are paid,” said Tancerová, adding that the amount of fees varies. “Some are online, some are not, some can be combined. This especially varies for external studies and the situation differs according to the faculty and field of study.”
For English-language courses, each faculty that accepts Erasmus+ students has a list of courses in English that these students can take. These courses are free of charge for Erasmus+ students, noted Tancerová.
“Online learning cannot be expected to cover any topic, e.g. hands-on learning, lab experiments, etc.,” said Kohútiková. “It’s therefore important that the learning content is developed in collaboration with stakeholders and is not just a formality, but really adds value for the student.”
