Page 62 - International Perspectives on Effective Teaching and Learning in Digital Education

Tina Štemberger and Andreja Klančar

Table 1 Characteristics of Respondents
Characteristcs f f%
Academic position Assistant/lecturer 4 3,4
Senior Lecturer/Assistant Professor 19 5,8
Associated Professor 3 31.1
Professor 8 1,8
Scientific field Natural Sciences/life science (e.g. 18 7,3
biology, chemistry, physics)
Social Sciences (e.g. economics, 4 3,3
psychology, sociology)
Humanities (e.g. philosophy, 8 1,
cultures, languages)
Formal sciences (e.g. mathematics, 9 13,6
theoretical computer science)
Technical sciences (e.g. 7 1,6
engineering)
Teaching experience Less than 1 years 8 37,8
Between 11– years 8 37,8
More than 1 years 18 4,3
Number (average) of Less than 5 9 1,
students in one semester Between 51–7 14 18,9
through the last two Between 71–99  7,
academic years
More than 1 31 41,9
Dominated form of Blended 4 5,4
study Hybrid 4 5,4
Face–to–face (on campus) 65 87,8

7,3 % from Natural Sciences, 13,6 % form Formal, 1, % humanities and 1,6
% from Technical Sciences. A total of 8 respondents (37,8 %) have less than
1 years of teaching experience, and the same share of respondents have be-
tween 11 and  years of teaching experience. 18 (4,3 %) of participants have
more than 1 years of teaching experience. The vast majority of participants
(41,9 %) usually teach more than 1 students per semester, followed by the
ones who teach between 71–99 (7,  %) and between 51–7 (18,9 %). Only
1, % respondents report that they teach less than 5 students per semester.
The majority of respondents (87, 8 %) mainly teach face-to-faced, while only
5,4 % percent report that they mainly use hybrid or blended mode.

Procedure
Data was gathered with the questionnaire that was developed within the al-
liance Transform4Europe. The questionnaire consists of:

6