What have we Learned from COVID-19 Experience in Teacher Education at University of Maribor, Slovenia [Project documentation]
Creators: name: Ploj Virtič, Mateja
name: Šorgo, Andrej
name: Dolenc, Kosta
Publisher: name: Zenodo
Year: 2024

description: The outbreak of COVID-19 forced most universities into distance education, prompting a self-initiated initiative by three didacticians and researchers from the University of Maribor, Slovenia: Mateja Ploj Virtič, Kosta Dolenc, and Andrej Šorgo. They formed a project group during the COVID-19 epidemic and embarked on a project with the working title: "What have we Learned from COVID-19 Experience in Teacher Education." Conducted during the second wave of the epidemic in September 2021, the project aimed to delve into the complex challenges and opportunities the pandemic presented for teacher education.

This project documentation is meticulously compiled, providing a comprehensive description of the project's results. It includes various instruments used for data collection, descriptive statistics highlighting key findings, detailed data used in all listed studies, and the SPSS dataset. Additionally, the documentation features graphical results of the instruments used, offering a visual representation of the key findings.

Furthermore, it emphasizes that, after the optimism of the first wave, where challenges were primarily seen as related to a lack of technological knowledge without significant concerns regarding content and methodology, the second wave brought to light more intricate issues. These extended beyond mere technological readiness, encompassing the need for content and methodological adjustments to ensure successful remote education. The documentation sheds light on the evolution of understanding through the project "What have we Learned from COVID-19 Experience in Teacher Education," revealing the layered challenges faced by prospective teachers and the education system during this unprecedented time.
description: This work was supported by the Slovenian Research Agency under the core projects: "Information systems", grant no. P2-0057 (Šorgo Andrej) and "Computationally intensive complex systems", grant no. P1-0403 (Ploj Virtič Mateja). The authors declared that there were no conflicts of interest and that the opinions expressed were those of the authors.
description: Project References: 

Ploj Virtič, M., Dolenc, K., & Šorgo, A. (2023). What is worth retaining from the COVID-19 experience on remote online education in the prospective teacher education? Cogent education, 10(2, 2282308), 17. https://dx.doi.org/10.1080/2331186X.2023.2282308

Abstract: The COVID-19 pandemic reshaped the educational landscape, including the training of prospective teachers. This study explores prospective teachers' experiences of transitioning to online distance education (ODE) and their intentions regarding the preferred teaching scenarios they wish to use in their future in-service practice. In the sample of 281 prospective teachers, we found interesting results: (a) smartphones offer very limited opportunities for active participation in ODE; (b) connectivity is the weakest point in ODE; (c) personal digital infrastructure and study conditions influence intention to choose teaching scenarios in ODE, when in the role of teacher, while group size does not. We can safely assume that online distance education will survive in some educational pockets but due to numerous limitations, it will not become a dominant current in teacher education

Šorgo, A., Ploj Virtič, M., & Dolenc, K. (2023). The idea that digital remote learning can happen anytime, anywhere in forced online teacher education is a myth. Technology, knowledge and learning, 28(4), 1461–1484. https://dx.doi.org/10.1007/s10758-023-09685-3

Abstract: An involuntary international experiment in which the entire student population was switched to digital remote learning due to the measures to stop COVID-19 put the paradigm of "anytime, anywhere learning" to the test. Online survey responses were obtained from 281 preservice primary and subject teachers. Using Structural Equation Modelling, connections were examined by inspection of path coefcients between constructs quality of personal digital technology, satisfaction, health, well-being, motivation, and physical activity. Problems with the quality of personal digital technology had a moderate infuence on all constructs except motivation. Satisfaction infuenced all constructs, well-being, and health the most. When comparing responses of the bottom and top third students based on the quality of personal digital technology, it was found that students who did not have the appropriate technology and workspace were less satisfed and sufered more. This is refected in an increased incidence of problems related to health, well-being, and physical activity, along with a decrease in motivation. At least for the technologically deprived, the paradigm of "anytime, anywhere learning" is a myth. The study highlights the need for educational institutions to provide adequate technology and workspaces for all students in order to support their well-being and motivation during remote learning.

Dolenc, K., Šorgo, A., & Ploj Virtič, M. (2021). Stališča in doživljanje vsiljenega izobraževanja na daljavo bodočih učiteljev v času pandemije = Views and perceived experiences of prospective teachers on forced remote education during the pandemic. Mednarodna znanstvena konferenca Perspektive razvoja izobraževanja učiteljev: zbornik, 93. https://www.conference-pef2021.si/images/PEF_Zbornik_279F.pdf

Ploj Virtič, M., Šorgo, A., & Dolenc, K. (2021). Activating strategies in online teaching: a case study in technical education. PBE 2021: international conference Project-based and other activating strategies and issues of science education XIX., 6. https://pages.pedf.cuni.cz/pbe/files/2021/11/PBE2021_BookOfAbstracts.pdf

Dolenc, K., Fošnarič, S., Ploj Virtič, M., & Šorgo, A. (2021). Developing technical creativity with project/problem-based learning during the pandemic COVID-19. PBE 2021: international conference Project-based and other activating strategies and issues of science education XIX., 9. https://pages.pedf.cuni.cz/pbe/files/2021/11/PBE2021_BookOfAbstracts.pdf

Šorgo, A., Dolenc, K., & Ploj Virtič, M. (2021). Didactic strategies of project-based online learning of prospective teachers in the field of biology and ecology. PBE 2021: international conference Project-based and other activating strategies and issues of science education XIX., 10. https://pages.pedf.cuni.cz/pbe/files/2021/11/PBE2021_BookOfAbstracts.pdf

Dolenc, K., Ploj Virtič, M., & Šorgo, A. (2022). Fostering 21st century skills of prospective elementary, technics, and biology teachers during the COVID-19 induced university closure. 20–28. https://pages.pedf.cuni.cz/pbe/files/2022/10/ProceedingsPBE2021_final.pdf

Dolenc, K., & Fošnarič, S. (2021). Razvoj tehniške ustvarjalnosti pri študentih razrednega pouka v času pandemije virusa COVID-19 = Development of technical creativity among elementary education students during the Covid 19 pandemic. Mednarodna znanstvena konferenca Perspektive razvoja izobraževanja učiteljev: zbornik, 58. https://www.conference-pef2021.si/images/PEF_Zbornik_279F.pdf

Dolenc, K., & Fošnarič, S. (2023). Supporting the development of technical creativity among elementary education students during the COVID-19 pandemic. V Perspectives on teacher education and development (str. 487–509). University of Maribor, University Press. https://press.um.si/index.php/ump/catalog/book/770

Fošnarič, S., Lozinšek, P., & Dolenc, K. (2022). Production of practical products in the subjects of environmental studies and science and technology before and after the closure of primary schools due to the COVID 19 pandemic. V Nutrition, physical activity and health in the field of education (str. 7–31). Dr. Kovač.

Ploj Virtič, M. (b. d.). What are the side effects of the Covid 19 epidemic on STEM education?: invited lecture at the International Scientific Proffesional Virtual Conference „Stream“ educational stream, Vilnius, Lithuania, 18th March 2022.

Ploj Virtič, M. (b. d.). Student activation methods in education - intensive workshop: 20 hours of lectures within Erasmus+ Staff Mobility for Teaching (STA), Charles University, Faculty of Education, Prague, 31. 10. 2022-5. 11. 2022.

Ploj Virtič, M. (b. d.). Teaching approaches and strategies for NST teaching: 2 hours of lectures within Erasmus+ Staff Mobility for Teaching (STA), University of Jyväskylä, Faculty of Education and Psychology, Finland, 19. 9.-21. 9. 2022.