Slovenian schools focused on the use of information and communications technology (hereinafter ICT) primarily as a part of in-person classes, at least until the COVID-19 pandemic. After that, technology and the skills associated with it became an important factor for online learning. The first three chapters of the dissertation focus on defining the term, history of, and strengths and limitations of online learning, the COVID-19 timeline in the Slovenian education sphere up until recently, and online learning in the first wave of the pandemic. The focus in the literature overview is mostly concentrated on the teachers' point of view, as this is where my survey led. The second part of the dissertation discusses the survey, which was answered by over 40 Slovenian teachers of English, who described their remote teaching experiences during the first of the school closures, which started in March 2020 and lasted until mid-May 2020. At the end, I introduce some lessons that could help with any further online learning. I also mention some challenges teachers face regarding online learning.
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