Emergency remote learning and teaching (ERLT) was implemented in Slovenia to mitigate the impact of the covid-19 epidemic. The implementation of practical learning, which is specific to secondary vocational and technical schools, proved to be particularly challenging in ERLT. Because ERLT requires a rapid response to execute the adjusted learning content, it does not allow the implementation of the curriculum in the intended form. This master's thesis explores the elements of successful ERLT based on the interviews with secondary vocational and technical school teachers in the Primorska region. It investigates how the teachers assess the success of ERLT and what shortcomings and opportunities they perceived during ERLT. The empirical study is based on semi-structured interviews. The sample included five teachers and a principal at secondary vocational and technical schools in the Primorska region. The data obtained from the interviews were analyzed with the qualitative thematic analysis. We found that the interviewees identified the adjustment of teaching content and knowledge assessment and the implementation of classes according to a combined model as elements of successful ERLT. With reference to the success of ERLT during the covid-19 epidemic, the interviewees reported that the transfer of knowledge was satisfactory, whereas the success of the integrated development of students was evaluated as unsatisfactory. The key problem identified by the interviewees was related to creating and maintaining the contact with students during ERLT. As an opportunity of ERLT, they mostly mentioned logistic advantages.
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