Interaction and Collaboration in Lithuanian Schools during COVID-19 Pandemic Distance Learning

Autor/inn/en	Adomaitis, Irmantas; Dauksiene, Estela; Trepule, Elena
Titel	Interaction and Collaboration in Lithuanian Schools during COVID-19 Pandemic Distance Learning
Quelle	In: European Journal of Open, Distance and E-Learning, 25 (2023) 1, S.104-116 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.2478/eurodl-2023-0008
Schlagwörter	Cooperation; Teacher Collaboration; Foreign Countries; COVID-19; Pandemics; Distance Education; Electronic Learning; Technology Uses in Education; Group Dynamics; Teacher Student Relationship; Student Motivation; Interpersonal Relationship; Ethics; Digital Literacy; Lithuania + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Lehrerkooperation; Ausland; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gruppendynamik; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulische Motivation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ethik; Litauen
Abstract	Interaction and collaboration are essential pillars of successful learning. The study aimed to find out how school communities collaborated during the COVID-19 pandemic and to assess the importance of collaboration in addressing the challenges faced. The selection of eight schools was made in a targeted way, considering that the participating schools would have chosen different virtual learning environments or technologies used for distance learning; and that schools would be of different types and sizes, and from different regions of Lithuania. Three methods were used in this qualitative study: analysis of scientific literature, expert interviews, and focus group discussions. The results of our study confirmed that the focus of distance learning is on technological solutions, but not on the methodologies and strategies used to organise learning in virtual learning environments. Moving 'traditional' teaching to virtual space has become a key strategy for organising learning in virtual learning environments. The transfer of 'traditional' teaching strategies to distance learning not only limits the impactful interaction in virtual learning environments but also encourages 'academic dishonesty' among students. The success of distance learning strongly depends on students' motivation, as well as their ability to organise their learning, solve problems in teams and critically evaluate the information provided. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01