In the context of the Covid-19 pandemic, the following challenges of the education process were identified during the series of online workshop with educators and students:
Unbearable workload
All participants repeatedly mentioned the main pros and cons of distance learning. The acquisition of new IT tools, diversity of learning environments, more diverse aspects of student interaction, and the emergence of subject-based communication and collaboration with teachers in the digital environment were identified as positive outcomes. However, since most teachers had difficulties adapting to the new way of learning, the students had a heavy workload of self-management, more independent work, homework - as teachers mistakenly felt that the students had more free time.
As noted by students in the workshop, the workload of homework assignments was often uncoordinated among teachers. The disappearance of such importance for young people as live communication caused the distance learning environment to become a significant challenge. Young people often felt left alone and unaccompanied by teachers or other educators.
Teachers, for their part, spoke about the limited experience of working with the digital environment, about the challenges of reconciling family and work while living and working in the same environment, about the advantage of students when it comes to the smooth use of the IT tools.
Undeveloped competencies
By losing the opportunity to explain a topic live and have a constructive and lively discussion with each other, students and teachers acknowledged what they lacked in the curricula so far. Students identified the following areas: "we needed to be taught to learn, analyze our learning, plan our time, choose the right content, and be able to manage information. The sudden onset of distance learning clearly showed that none of these important competencies was given due attention in school. The essential process to which we have all been referred was to maximize the amount of knowledge we can absorb, without looking for individual solutions".
Also, the issues of differentiation of education and programs for different levels of achievement are not discussed with students at all. Doesn't a school have to teach to identify and nurture its individual talents? How do we get into the universities we want in the future when schools don't listen to students' voices when deciding on additional programs? These were the questions raised by the students.
Homework – to be or not to be?
Regarding the distance learning experience of teachers, it was discussed that when students lost their physical school environment, all learning suddenly became homework. Going deeper into the meaning of homework, it became apparent that this was an aspect that required constant discussion.
The majority of teachers believe that homework develops students' long-term memory, the assimilation of information and the independent expansion of knowledge. The homework shows the student's achievements, level of understanding, preparation.
During the discussion, teachers came to several conclusions:
- Homework is necessary to consolidate what was done during the lesson.
- It would be fair to individualize homework. Still, often due to the high workload, it is not possible to do so.
- Homework develops a sense of duty and competence in cooperation.
- Doing and assigning (and later evaluating or discussing) homework is a big responsibility.
Most students described homework as a consequence of teachers' inability to present information during the lesson and as a meaningless transcription of long texts. They also mentioned the absurdity of not choosing homework or the amount of it. In most cases, homework is not returned to in the classroom, even if the questions have arisen during the course.
Students' views were consistent and focused - the absence of homework would reduce tension and pressure from parents and teachers, provide additional time for elementary communication and encourage courage to ask and discuss more in the classroom.
Teachers shared a deeply felt contradiction with an outdated but still good attitude: if you do your homework assignments, you will "be left in peace", if you do not prepare your homework, you will get an unsatisfactory grade. Considering who would resist most if there was no homework left, the answer came that it would probably be the parents. The absence of assignments causes parents an unjustified fear of a declining level of student’s achievements.
Lack of learning to learn
Distance learning through rather curious situations has revealed another major shortcoming in the education system. Not a single teacher noticed mothers or parents sitting at home under the table during remote tests and dictating answers to the child. There are many students trapped in the frantic education that the family needs. These young people learn not to consciously seek knowledge or strengthen their competencies but to meet parental expectations.
Teachers often agree that they are incapable of igniting a child's need for learning if other values emanate from the family. However, they also recognize that there is often a lack of time and space for essential agreements with children on the importance of learning to learn. This competence would solve the problems of homework or workload distribution discussed above.
A student who has acquired the skill to learn would know what to do at home. The experience of a school famous for its high achievement shows that although homework assignments are not given in this school, students prepare themselves because they know the gaps of their knowledge or skills they need to strengthen and in what ways.
In the workshop, students have expressed significant grief: "Why are teachers so focused on results and grades, assessments? Why is fear at the root of the relationship between students, teachers and parents? We learn so much, and we still feel we have learned nothing because of the constant pressure and control. Then it is not knowledge, not a sense of improvement, that remains in our minds, but the defense mechanisms and the feeling that you are not properly assessed."
However, it is hopeful that schools can take these challenges as opportunities for reflection and growth, re-examine current institution strengths and weaknesses, and reconsolidate with the school communities in prioritizing the utter function in education (Kaminskiene, Yi Chu, 2021).
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