Emotions in the classroom-comparison between online and in person learning

In circumstances of schools shutting down in an attempt to stop the spread of Covid-19, distance learning has posed a challenge for all participants in the educational system – students/pupils, teachers and parents. The aim of this research was to determine experiences and opinions of lower primary pupils (specifically, 4th grade) on online learning and encourage them to compare their emotions and experiences of in person learning in relation to distance learning. The survey was conducted on a sample of nineteen 4th grade students from an elementary school in Velika Gorica. Data was collected by conducting a semi-structured interview in four groups. The research was conducted in April of 2021, at the time when students attended classes in person. There were open and closed types of questions. Students listed positive and negative emotions related to online learning with negative emotions predominating. One of the benefits that students have repeated many times is more free time when classes should have been in the morning and generally more time spent at home. The most common recurring shortcomings are greater amount of tasks, that is tasks that they had to complete on their own without prior instruction. Most pupils list parents as the biggest source of help in the online learning period and the teacher as extra help if the parents did not know something. In this paper we also compare learning and teaching English in the circumstances of online learning and its differences in relation to in person learning with the English teacher wearing a mask. Since the pandemic is not over at the time of writing this thesis, the presented experiences could serve as useful guidelines in further organization of hybrid online and in person learning.U okolnostima zatvaranja škola zbog pokušaja zaustavljanja širenja Covid-19 virusa, nastava na daljinu bila je izazov za sve dionike obrazovnog procesa – učenike, učitelje i roditelje. Cilj je istraživanja bio utvrditi iskustva i mišljenja učenika prvog obrazovnog ciklusa (konkretno, 4. razred) o nastavi na daljinu te ih potaknuti da usporede svoje emocije i doživljaje nastave uživo u odnosu na nastavu na daljinu. Ispitivanje je provedeno na uzorku od devetnaest učenika 4. razreda jedne osnovne škole u Velikoj Gorici. Podaci su prikupljeni provedbom polu-strukturiranog intervjua u četiri skupine. Istraživanje je provedeno u 4. mjesecu 2021. godine, u vremenu kada su učenici pohađali nastavu kontaktno. Pitanja su bila otvorenog i zatvorenog tipa. Učenici navode pozitivne i negativne emocije vezane uz online nastavu, ali negativne emocije prevladavaju. Jedna od prednosti koju su učenici ponovili više puta jest više slobodnog vremena kada bi nastava trebala biti ujutro i općenito više vremena provedenog kod kuće. Najčešće ponovljeni nedostatak su puno veće količine zadaće, odnosno zadataka koje su morali sami ispuniti bez prethodnog objašnjenja. Većina učenika navodi roditelje kao najveći izvor pomoći u razdoblju online učenja i učiteljicu kao dodatnu pomoć ako roditelji nešto nisu znali. U radu se također uspoređuje učenje i poučavanje engleskog jezika u okolnostima online nastave i razlike istog u odnosu na kontaktno učenje kada profesorica engleskog mora nositi masku. S obzirom da pandemija još nije gotova u vrijeme pisanja ovog diplomskog rada, iznesena iskustva bi mogla poslužiti kao korisne smjernice u daljnjoj organizaciji nastave na daljinu ili mješovitog oblika nastave