Shaping the Digital Identity in Slovak Academic Environment: From Emergency Remote Teaching (ERT) to Effective Online Teaching

Ivana Pondelíková, Tatiana Tökölyová

Abstract


The year 2020 was challenging in terms of improving or developing a digital identity. Flexibility and adaptability have become crucial skills in all sectors. The success of any information technology or its application depends on its usage. Regarding education system, there is a need to adapt to Generation Z, making the students the centre of their training, leaving the teacher as a tutor or coach of their learning. This is possible to achieve via x-learning, which is based on learning by experience. However, the whole university education has moved to the online world and we have experienced so-called emergency remote teaching (ERT). During the course of time, we have moved from ERT to an effective online teaching-learning process. Well-planned online teaching-learning process is meaningfully different from courses offered online in response to an emergency situation. Differences between these two systems together with applied innovative teaching methods are provided in the text. We would like to share the best practices in online teaching as well as hybrid or online form of internship that have shaped the digital identity. Innovative methods together with modern technologies offer a wide range of the current teaching-learning process.


Keywords


digital identity; innovative teaching methods; internship; online teaching; emergency remote teaching; ERT; x-learning

Full Text:

PDF

References


Bagalová, L., Gogolová, D., Dolnáková, M. (2014). Inovatívne a aktivizujúce metódy vo výučbě 1. – 4. ročníka ZŠ. Bratislava: Dr. Josef Raabe Slovensko Publishing.

Bálintová, H. (2009). Efektívne a inovačné trendy a metódy vo vzdelávacom procese. In: Tvorivosť a inovácia v európskom vysokoškolskom priestore (pp. 15–22). Banská Bystrica: Univerzita Mateja Bela, Fakulta humanitných vied.

Beevam. (2020). Prax študentov EKUS. Retrieved from: https://www.youtube.com/watch?v=XwUrG2GHh84&feature=youtu.be&fbclid=IwAR1HnWfFuFeFJkFsMSc0r2Uwfrk7VmscsJzwvRhRPTy2QswzADSxlT_G_kE [access: 20.04.2021].

Carter, T. (2018). Preparing Generation Z for the Teaching Profession. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1166694.pdf [access: 20.07.2021].

Cilliers, E.J. (2017). The Challenge of Teaching Generation Z. PEOPLE: International Journal of Social Sciences, vol. 3(1), 188–198, DOI: https://doi.org/10.20319/pijss.2017.31.188198.

Dančišinová, L., Kozárová, I. (2021). Globalizácia, kultúra, interkultúrna komunikácia a kultúrna inteligencia vo vzájomných súvislostiach. Dosahy pre interkultúrny manažment. Prešov: Vydavateľstvo prešovskej univerzity.

Globálne vzdelávanie. Retrieved from: https://globalnevzdelavanie.sk/vzdelavaciematerialy [access: 20.06.2021].

Haque, A. (2021). No One Wants to Be a Host of Ghost Sessions: Techniques to Improve Student Engagement and Active Participation. In: I. Fayed, J. Cummings (eds.), Teaching in the Post COVID-19 Era (pp. 433–442). Cham: Springer, DOI: https://doi.org/10.1007/978-3-030-74088-7_43.

Hodges, C., Moore, S., Lockee, B., Trust, T., Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Retrieved from: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning [access: 20.05.2021].

Hutter, M., Throsby, D. (2008). Beyond Price: Value in Culture, Economics, and the Arts. Cambridge: Cambridge University Press.

Javorčíková, J., Badinská, M. (2021). Reading and Critical Thinking Skills of Undergraduate Students: A Quantitative Analysis. Journal of Teaching English for Specific and Academic Purposes, vol. 9(4), 655–666, DOI: https://doi.org/10.22190/JTESAP2104655J.

Kaja. (2020). Magické fontány vytárajú perfektný očný klam. Čo je to za trik? Retrieved from: https://beevam.sk/2020/05/01/magicke-fontany-vytaraju-perfektny-ocny-klam-co-je-to-za-trik [access: 20.04.2021].

Kaja&Kornel. (2020). Interiérový dizajnér radí ako zariadiť domov nadčasovo. Retrieved from: https://beevam.sk/2020/02/11/interierovy-dizajner-radi-ako-zariadit-domov-nadcasovo/?fbclid=IwAR3QMuoBFYGkzqS3zzss9kXDJMe_gh-skclIOMx1ELtoHsj0J1998udNC_c [access: 20.04.2021].

Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Pearson FT Press.

Kornel. (2020). Nábytok z masívu je správnou voľbou. Prečo ho mať doma? Retrieved from: https://beevam.sk/2020/05/10/nabytok-z-masivu-je-spravnou-volbou-3-dovody-preco-ho-mat-doma [access: 20.04.2021].

Krško, J. (2016). Všeobecnolingvistické aspekty onymie. Banská Bystrica: Belianum.

Langer, T. (2016). Modern Lecturer: A Guide for a Successful Adult Educator. Prague: Grada Publishing.

Law No. 131/2002 on Higher Education and on Changes and Supplements to Some Laws. Retrieved from: https://www.ilo.org/dyn/natlex/natlex4.detail?p_lang=en&p_isn=83784 [access: 20.07.2021].

Law No. 138/2019 on Pedagogical and Professional Employees. Retrieved from: https://www.slov-lex.sk/pravne-predpisy/SK/ZZ/2019/138/20191015 [access: 20.07.2021].

Means, B., Bakia, M., Murphy, R. (2014). Learning Online: What Research Tells us about Whether, When and How. New York–London: Routledge.

Moree, D. (2015). Základy interkulturního soužití. Praha: Portál.

PDCS. Retrieved from: https://www.kurzy.sk/vzdelavacie-spolocnosti/723/pdcs [access: 20.04.2021].

Pecníková, J. (2018). Digital Identity in the Reflections of Cultural Values. In: Buduščee v nastojaščem: čelovečeskoje izmerenije cifrovoj epochi (pp. 63–66). Moskva: NIU.

Pondelíková, I. (2020). Úvod do medzinárodných kultúrnych vzťahov a interkultúrnej komunikácie. Banská Bystrica: Dali-BB.

Pondelíková, I., Pecníková, J. (2020). Inovatívne metódy na univerzite súčasnosti a rozvoj digitálnej identity. In: Jazykovedné, literárnovedné a didaktické kolokvium L-7 (pp. 66–77). Bratislava: Z-F LINGUA.

Singh, J.P. (2020). Culture and International Development: Managing Participatory Voices and Value Chains in the Arts. In: Managing Culture. Reflection on Exchange in Global Times (pp. 25–49). Belfast: Palgrave Macmillan.

Starting Point-Teaching Entry Level Geoscience. What Is Experience-Based Learning? Retrieved from: https://serc.carleton.edu/introgeo/enviroprojects/what.html [access: 26.03.2021].

Stebila, J. (2015). Inovatívne vyučovacie metódy a ich využitie v technickom vzdelávaní. Banská Bystrica: Belianum FPV UMB v BB.

Šatava, L. (2009). Jazyk a identita etnických menšín. Praha: Slon.

Šubrt, J., Arnason, J.P. (Eds.). (2010). Kultury, civilizace, světový systém. Praha: Karolinum.

Tökölyová, T. (2018). Selected Topics of International Relations: Textbook for Students of International Relations. Praha: Central European Education Institute.

Vizcaya-Moreno, M.F., Pérez-Cañaveras, R.M. (2020). Social Media Used and Teaching Methods Preferred by Generation Z Students in the Nursing Clinical Learning Environment: A Cross-Sectional Research Study. International Journal of Environmental Research and Public Health, vol. 17(21), DOI: https://doi.org/10.3390/ijerph17218267.

Vzdelávacie centrum Zaježová. Retrieved from: https://www.centrumzajezova.sk/co-ponukame/programy-pre-skoly [access: 20.04.2021].




DOI: http://dx.doi.org/10.17951/en.2022.7.139-158
Date of publication: 2022-12-28 15:44:01
Date of submission: 2021-08-31 10:21:43


Statistics


Total abstract view - 869
Downloads (from 2020-06-17) - PDF - 0

Indicators



Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.