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DC poleHodnotaJazyk
dc.contributor.authorGriva, Anastasia
dc.contributor.authorMitroulia, Maria
dc.contributor.authorArmakolas, Stefanos
dc.date.accessioned2023-11-22T15:39:54Z
dc.date.available2023-11-22T15:39:54Z
dc.date.issued2023
dc.identifier.citationInovace a technologie ve vzdělávání: časopis o nových metodách a inovacích v technickém a přírodovědném vzdělávání. 2023, č. 1, s. 72-82.cs
dc.identifier.issn2571-2519
dc.identifier.urihttp://hdl.handle.net/11025/54824
dc.format11 s.cs
dc.format.mimetypeapplication/pdf
dc.language.isocscs
dc.publisherZápadočeská univerzita v Plzni, Fakulta pedagogickács
dc.rights© Západočeská univerzita v Plznics
dc.subjecttišší studentics
dc.subjectobdobí pandemiecs
dc.subjectonline kurzycs
dc.subjectdálkové studiumcs
dc.subjectinterakcecs
dc.subjectsdělenícs
dc.subjectvýukacs
dc.subjectučení secs
dc.titleOnline courses and silent studentsen
dc.title.alternativeDiadiktyaka mathimata kai siopiloi foititescs
dc.typearticleen
dc.rights.accessopenAccessen
dc.type.versionpublishedVersionen
dc.description.abstract-translatedDuring the Covid-19 lockdown, all teaching staff and students in Greek Universities were forced to adopt a different way of teaching and learning by adapting to online courses. Silent students are seen as passive learners or even as having difficulty with basic thinking or lacking understanding. Research in online education highlights tacit participation as a critical factor that educators should take seriously. In this research, we studied the "silence" of students in online lectures at the University of Patras. The main purpose of this paper is to understand why a group of students remain silent in their online courses or lack verbal participation. At the same time, some solutions are proposed for more effective online chat/communication and to improve distance education. The study analyzed data obtained from questionnaires distributed to a sample of 100 students. The results showed that student silence was common in online courses. However, students reported three perceptions of the cause of silence, namely, student-related factors, teacher-related factors, and cultural factors. These findings add to the academic literature on engagement in classroom interaction and information about the various difficulties’ teachers have as they try to orchestrate discussions during their online teaching.en
dc.subject.translatedsilent studentsen
dc.subject.translatedpandemic perioden
dc.subject.translatedonline coursesen
dc.subject.translateddistance learningen
dc.subject.translatedinteractionen
dc.subject.translatedcommunicationen
dc.subject.translatedteachingen
dc.subject.translatedlearningen
dc.type.statusPeer-revieweden
Vyskytuje se v kolekcích:Číslo 1 (2023)
Číslo 1 (2023)

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Použijte tento identifikátor k citaci nebo jako odkaz na tento záznam: http://hdl.handle.net/11025/54824

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  1. DSpace at University of West Bohemia
  2. Publikace ZČU / UWB Publications
  3. Časopisy ZČU / UWB Journals
  4. Inovace a technologie ve vzdělávání
  5. 2023
  6. Číslo 1 (2023)