Student Evaluation of Online Teaching Quality, Their Own Engagement and Success Expectancy in the Future Profession

Authors

DOI:

https://doi.org/10.3991/ijet.v17i04.27517

Keywords:

COVID-19, future professional success, higher education, hope, online learning

Abstract


The aim of this research was to examine students’ perceptions of online teaching, their own engagement and abilities, and their success expectancy in the future profession. 713 students attending the University of Zagreb, Croa-tia, took part in the research. The results indicate that students spend an aver-age of 6 hours studying per day. Statistically significant differences were identified in students’ perceptions of the way in which the teaching process was conducted, support provided by professors and the engagement of stu-dents in terms of the time they spend in organized and independent studying. Students who study less than 5 hours per day tend to give lower rating to the quality of the teaching process and their own engagement. Students who study more than 6 hours per day tend to give lower rating to the support pro-vided by professors. Regression analysis revealed that the perceptions of the way in which the online teaching process was organized and conducted, of the abilities, engagement and hope significantly contribute to the interpreta-tion of success expectancy in the future profession. Students’ age was not found to be a significant predictor.

Author Biographies

Tomislava Vidić, PhD, Lecturer, Primary School Remete, Zagreb, Croatia

Tomislava Vidić has a PhD in Educational Sciences. She currently holds a position of a class teacher, with a teacher-counsellor title. As a lecturer at the Faculty of Teacher Education, University of Zagreb, she teaches the following courses: Classroom Management, Theory of Education, and Communication in Education. She has participated in several international conferences and published research papers and books.

Irena Klasnić, PhD, Assistant Professor, University of Zagreb, Faculty of Teacher

Irena Klasnić is Assistant Professor at the Faculty of Teacher Education, Department of Education, University of Zagreb, the Republic of Croatia. Her professional and research interest are focused on didactics, school pedagogy, family pedagogy and pedagogy of free time. She has published more than 30 papers and participated in numerous conferences. She is a co-author of a university coursebook.

Marina Đuranović, PhD, Associate Professor, University of Zagreb, Faculty of Teacher Education

Marina Đuranović is Associate Professor at the Faculty of Teacher Education, Department of Education, University of Zagreb, the Republic of Croatia. She teaches pedagogy and didactics at several teacher education faculties in Zagreb. She has published more than 40 papers, participated in conferences in Croatia and abroad, and has co-authored two books. The focus of her interest includes pedagogy, didactics and pedagogy of free time.

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Published

2022-02-28

How to Cite

Vidić, T., Klasnić, I., & Đuranović, M. (2022). Student Evaluation of Online Teaching Quality, Their Own Engagement and Success Expectancy in the Future Profession. International Journal of Emerging Technologies in Learning (iJET), 17(04), pp. 135–147. https://doi.org/10.3991/ijet.v17i04.27517

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Papers