Motivated by our online teaching experience during the suspension of the operation of educational systems in March 2020 as a result of the global pandemic of the new COVID-19 virus, a survey was launched in our Model High School, with the goal of capturing, evaluating and exploring our students' views on the impact of synchronous distance learning on their cognitive process and their psychological well-being under national lockdown conditions. In particular our goal was to explore the degree of student understanding and assimilation of the different subjects, the degree of their conscious participation in online classes as well as the overall effect of distance education in their psychology. Additionally, we explored the student’s opinion about the online tools and methodologies used (platforms, software etc.) to deliver the online lessons and the effectiveness of the synchronous online education compared to the traditional face to face teaching. In this respect we focused our attention mostly on issues related to student’s understandings, answering questions and the student participation in the educational process. From the 269 students in our school 174 students (92 boys and 82 girls) participated in this research which corresponds to roughly 65% on the average from every class. We applied methods of descriptive and inductive statistics (Χ2 tests) in order to process the closed form questions and draw statistically meaningful conclusions.The 174 responses indicate that students have a positive attitude towards e-learning. This is also evident by the systematic participation of 2 out of 3 students in all courses and activities of the school timetable even though attendance was optional. It is important to note that their percentage participation per class declined from the 1st to the 3rd grade of Lyceum, and that participation of girls was considerably higher than that of boys. The students who did not attend classes, claimed that optional attendance and their participation in extracurricular activities were the key reasons for not attending. There were also differences in the attitudes of students among the three grades of Lyceum, with students of the 3rd grade appreciating the autonomy of the distance learning more than the younger students. It is notable that the majority of students claim that visual contact between them and their teachers is the main reason for classroom superiority. On how to improve distance lessons, students suggested that equipment and facilities should be upgraded, to be able to support video transmission, for both students and teachers, which will partially substitute visual contact in class. Other suggestions were concerned with the implementation of a rigid schedule, maintaining breaks between classes, and with the reduction of out-of-class workload. Regarding their teacher’s performance, students noticed no difference from face to face classes. Finally, despite their positive attitude towards distance education, students emphasize that replacing in-class with on-line classes can be troublesome, even with the use of environments attractive to students growing up in times of great technological resources.
Faculty Perspectives in the Transition to Online Teaching
