Kovács Cerović Tünde, Mićić Katarina, Vračar Selena
Faculty of Philosophy, University of Belgrade, Belgrade, Serbia.
Faculty of Media and Communications, Singidunum University, Belgrade, Serbia.
Eur J Psychol Educ. 2022;37(3):745-764. doi: 10.1007/s10212-021-00556-y. Epub 2021 Apr 29.
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 -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.
本文旨在深入研究塞尔维亚的学生在2020年春季因疫情学校关闭期间通过远程学习接受教育的经历。通过在线调查收集了学童关于学校关闭期间学习的多体裁叙事；进行了定性主题和价值观分析；并通过聚类分析、方差分析和t检验对数据进行了进一步分析。共有45名初中和高中生撰写了106篇叙事，提供了429个用于分析的思想单元。总共确定了6个主题和26个价值代码。它们展示了学生对新情况的经历、他们在其中的角色以及其他人（即教师和技术本身）的角色的广泛、复杂和细致入微的定位。本文在政策以及教育心理学和方法论层面得出了相关启示。
