Rotar-Pavlic Danica, Erzar Ajda, Uštar Barbara, Maksuti Alem
University of Ljubljana, Faculty of Medicine, Vrazov trg 2, 1000 Ljubljana, Slovenia.
University Medical Centre Ljubljana, Clinical Institute of Occupational, Traffic and Sports Medicine, Grablovičeva ulica 42, 1000 Ljubljana, Slovenia.
Int J Educ Res Open. 2022;3:100135. doi: 10.1016/j.ijedro.2022.100135. Epub 2022 Feb 20.
The COVID-19 pandemic has had a broad direct impact on education, and at the same time it has significantly changed students' lives. This study examines how Slovenian medical students experienced the shift to distance-based education following multiple lockdowns.
The aim of this study is to examine experiences of medical students about distance-based education in the period of multiple lockdowns in 2020/2021. We used focused interviews to collect data. The questionnaire was developed in the following manner: the first set of questions was developed after studying the literature from Slovenia and abroad about distance-based education in higher education during COVID-19 lockdowns. The researchers then discussed this set to narrow the topics. In addition to preformulated questions, additional sub-questions also typical for focused interviews were asked as part of the research. We carried out a qualitative study using a qualitative content analysis method to analyze the data.
Sixteen interviews were conducted. We defined four categories summarizing students' experiences with distance-based education during the COVID-19 pandemic: 1) technical issues, 2) organization of distance-based education, 3) social exclusion of students, and 4) suggestions for improvement. The categories are exclusive and represent individual topics for further analysis of students' experiences with DBE during the COVID-19 pandemic. The results are supported by quotes from the interviews.
Medical students' experiences with DBE mainly revealed shortcomings in computer literacy. Technical issues were largely an indicator that significantly marked students' transition to DBE. Another important finding is that medical students emphasized problems related to social exclusion. Students made suggestions for improvements that broadly relate to the higher education system, and not only to the COVID-19 pandemic.
新冠疫情对教育产生了广泛的直接影响，同时也显著改变了学生的生活。本研究考察了斯洛文尼亚医科学生在多次封锁后向远程教育转变的经历。
本研究旨在考察医科学生在2020/2021年多次封锁期间对远程教育的体验。我们采用聚焦访谈法收集数据。问卷的编制方式如下：第一组问题是在研究了斯洛文尼亚国内外关于新冠疫情封锁期间高等教育远程教育的文献后制定的。研究人员随后对这组问题进行了讨论，以缩小主题范围。除了预先设定的问题外，作为研究的一部分，还提出了一些聚焦访谈中常见的额外子问题。我们采用定性内容分析法进行定性研究以分析数据。
进行了16次访谈。我们定义了四个类别来总结学生在新冠疫情期间远程教育的经历：1）技术问题，2）远程教育的组织，3）学生受到的社会排斥，4）改进建议。这些类别相互独立，代表了在新冠疫情期间进一步分析学生远程教育体验的各个主题。访谈中的引述支持了这些结果。
医科学生在远程教育方面的经历主要揭示了计算机素养方面的不足。技术问题在很大程度上是显著标志着学生向远程教育过渡的一个指标。另一个重要发现是医科学生强调了与社会排斥相关的问题。学生们提出的改进建议广泛涉及高等教育系统，而不仅仅与新冠疫情有关。
