A Leap to the Digital Era--What Are Lower and Upper Secondary School Students' Experiences of Distance Education during the COVID-19 Pandemic in Serbia?

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  • Author(s): Kovács Cerovic, Tünde; Micic, Katarina (ORCID Micic, Katarina (ORCID 0000-0003-2117-9014); Vracar, Selena
  • Language:
    English
  • Source:
    European Journal of Psychology of Education. Sep 2022 37(3):745-764.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      20
    • Education Level:
      Secondary Education
    • Subject Terms:
      Secondary School Students; Student Experience; Distance Education; COVID-19; Pandemics; Foreign Countries; School Closing
    • Subject Terms:
      Serbia
    • Accession Number:
      10.1007/s10212-021-00556-y
    • ISSN:
      0256-2928
      1878-5174
    • Abstract:
      The aim of this paper is to thoroughly examine how students in Serbia experienced their education through distance learning during the 2020 Spring school closures due to the pandemic. Schoolchildren's multigenre narratives about learning during school closure were elicited by online surveys; qualitative thematic and values analyses were conducted; and data was further analysed by cluster analysis, ANOVA, and t-tests. A total of 45 lower and upper secondary school students produced 106 narratives providing 429 thought units for analysis. Altogether, 6 themes and 26 value codes were identified. They demonstrate the wide range, complexity, and nuanced positioning of students' experiences towards the new situation, their role in it, and the role of others i.e. teachers and the technology itself. The paper draws implications on the policy and educational-psychological and methodological level.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1345832