Page 282 - International Perspectives on Effective Teaching and Learning in Digital Education

Mirko Prosen and Sabina Ličen

classes. This shift towards passivity was largely attributed to the absence of
immediate feedback and a structured learning environment that encourages
active engagement. One student noted:
When you’re just sitting in front of a screen, it’s easier to switch off. There’s
no pressure to participate actively, so it’s more passive learning. [FG3]
Another student remarked on the limited motivation to engage actively
in online settings, which highlighted a gap in maintaining the same level of
engagement and accountability that students were accustomed to in tradi-
tional classrooms:

Sometimes you’re just listening, but not really involved. Without the
professor physically there, it’s easy to zone out. [FG]

Technological and Infrastructure Challenges
The theme ‘Technological and Infrastructure Challenges’ highlights the criti-
cal role that technology plays in shaping the e-learning experience, especial-
ly when students face issues with access, quality, and reliability.
A significant challenge emphasised by many students, especially those liv-
ing in rural areas, is unreliable internet connectivity, which frequently inter-
rupted their learning process. Many students shared that weak signals and
system crashes often led to disruptions during lectures and exams, impact-
ing their ability to focus and retain information. For instance, one participant
mentioned:

The biggest weaknesses were technical problems with the Internet
connection. After a whole week of watching the screen, these would be
the biggest weaknesses, and maybe there weren‘t really enough short
breaks. [FG3]
Another student expressed frustration over inconsistent signal quality, say-
ing ‘I was afraid when it would cut the connection, especially during exams.’
(FG4). In addition to connectivity, equipment issues emerged as a significant
barrier. Students reported having outdated computers and insufficient funds
to upgrade or purchase necessary devices. The lack of cameras, microphones,
and other essential equipment hindered active participation in e-learning
sessions. As one participant noted, ‘I had a bad computer, which also shut
down and failed several times during the exam.’ (FG3). Another student
shared that for some, it was a ‘financial challenge’ to acquire new equipment,
especially during the pandemic.

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