MAP Social Sciences (MASS) / Volume 1/Issue 1

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Teacher and Student Experiences in Online Classes During COVID-19 Pandemic in Serbia, Bosnia and Herzegovina and Croatia

by Amila Dautbašić 1 ORCID ID for Amila Dautbašić , Senad Bećirović 2 ORCID ID for Senad Bećirović

1 International Burch University, Sarajevo, Bosnia and Herzegovina
2 International Burch University, Sarajevo, Bosnia and Herzegovina

ABSTRACT

In March 2020, the World Health Organization declared the COVID pandemic, which caused interruptions and delays in many activities, but most importantly, it led to some huge changes in education. Online teaching will prove to be the most commonly used method that should compensate for the inability to work in the classroom and allow the educational process to continue. Of course, this teaching method was not created in 2020, but it was only presented and implemented in Serbia, Bosnia and Herzegovina and Croatia with the beginning of the pandemic. In this paper, we see how these countries have faced abrupt changes in teaching, and how this change has affected students. Online teaching cannot be a mere transfer of analog content to digital; a different approach is needed in the implementation of teaching as required and offered by the digital medium, but at the same time it is necessary to preserve the basic principles of the lecturer and the curriculum. It is a call, both for teachers and students. Since this is a current and universal problem, we hope that the conclusions presented are useful.

Keywords: online education, Bosnia and Herzegovina, Serbia, Croatia, COVID19, teaching

HOW TO CITE THIS ARTICLE
Dautbašić A., Bećirović S. (2022). Teacher and Student Experiences in Online Classes During COVID-19 Pandemic in Serbia, Bosnia and Herzegovina and Croatia, MAP Social Sciences, 2(1), 9-17. doi: https://doi.org/10.53880/2744-2454.2022.2.1.9

MAP Social Sciences

Volume 1 / Issue 1

ISSN: 2744-2454/ © 2021 The Authors.
Published by MAP - Multidisciplinary Academic Publishing.

Article Submitted: 10 January 2022
Article Accepted: 18 January 2022
Article Published: 21 January 2022


Correspondence concerning this article should be addressed to the author(s).

DOI: https://doi.org/10.53880/2744-2454.2022.2.1.9

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