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Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this paper is to describe and analyze the response to COVID-19 and evolution through different models of online instruction during the pandemic at a large Canadian university. This paper primarily focuses on the approach taken by the Faculty of Education including the necessary restructuring of the processes, organization of the workforce, support configurations, and institutional constraints. The factors that impacted changes in the curriculum are examined. Three distinct phases were identified and compared: 1) remote teaching, 2) fully online using a combination of synchronous and asynchronous instruction, and 3) a diversity of hybrid approaches. The paper highlights a number of challenges experienced with online education during the pandemic. Each one of them presents both barriers and opportunities. The process has made way for a potential transformation of educational practice at North American universities. This will likely come as a combination of increased knowledge and practice of online learning during the pandemic, and as a need to reshape traditional institutional structures to reflect the shifted landscape of education. It has opened discussions on equity and accessibility, learner-centered design, and the potential for change in the classroom and educational programming.

An invisible, yet cruel virus has made the entire world face a new reality. Regardless of the degree to which online communication had already been used in educational settings before the Covid-19 pandemic, almost no one working in education had a feeling of being ready to work in the new circumstances. The process of migration to emergency remote language teaching and learning was stressful for all stakeholders in education – management, lecturers, students and their parents. Relying on the reflective and descriptive methods, the paper investigates the advantages and disadvantages of digital tools and platforms for remote collaborative learning, primarily ZOOM, Microsoft Teams, Jitsi Meet, and online learning management systems, recognised by the students and teachers within the mandatory and elective General English, ESP and EMI courses at the Teacher Education Faculty, University of Belgrade and Belgrade Metropolitan University. We conducted qualitative research by using structured and unstructured interviews and monitoring students’ collaborative work. In the conclusion, the paper emphasises the aspects of educational technologies which have proved to be beneficial for everyone included in the process, without limiting the creativity, development of thinking skills and investigative spirit of students and lecturers while learning and teaching English.

Copyright of InfoM is the property of Belgrade University, Faculty of Organizational Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A learning medium is a tool that enables a student to acquire knowledge and master skills. Education implies utilization of various educational technologies in order to gain an adequate level of knowledge according to students' academic and future professional requirements. Visual learning mediums are mostly used in the education of children with low vision, while blind children predominantly use tactile learning mediums and literacy tools. According to the literacy mediums they use, children with visual impairment can be classified as users of print, Braille, audio tools, or a combination of these mediums. In order to determine the primary learning medium, it is necessary to collect the information on the factors affecting the acquisition of knowledge. This information includes: general abilities; level of visual/tactile functioning; visual impairment prognosis; presence of additional disabilities; motivation for learning; academic and non-academic requirements; environmental conditions; and interpersonal factors. Learning medium assessment and selection of appropriate literacy tools for visually impaired children are most often part of the assessment of functional vision. The aim of this paper is to describe the importance of learning mediums and their role in the education of children with visual impairment, especially in the domain of literacy. [ABSTRACT FROM AUTHOR]

This work includes research of the effects of the application of Web sites as additional funds for the education of students of Faculty of Sports and Physical Education, as well as determining the effect of improving communication and flow of information between teachers and students. The paper presented the application of models of online tests, discussion forum, a blog communications and chat communications, downloads, teaching materials and the like. [ABSTRACT FROM AUTHOR]

The state of emergency was declared in Serbia in the spring of 2020 due to the pandemic of the new disease, COVID-19. As a result, distance learning was introduced for the first time at Serbian universities - online learning in utterly specific crisis circumstances caused by the outbreak of the pandemic of a completely unknown infectious disease. This model of learning was adjusted to that fact in the form of emergency remote teaching. The paper presents the results of examining the attitudes of female students of teacher education faculties in Serbia regarding the efficiency and sustainability of the distance learning model in which they gained experience. The sample included 399 female students, who completed an online survey designed for the purposes of this research. The results of the survey showed the strengths and weaknesses of distance learning as a formerly untapped potential in higher education in Serbia, which specifically refers to the teaching model applied during the state of emergency introduced due to the crisis caused by the COVID-19 pandemic. Also, the differences in the knowledge of digital technologies by the professors came to the fore in terms of the methods that the professors used in their work. The results suggest that distance learning can be a useful tool in the process of knowledge transfer in higher education, but that final year students are most affected by the inability to acquire knowledge in practice that cannot be virtually compensated, which is a very important step in their work training, as well as the pronounced general problem of lack of social interaction and meeting social needs, arising as a result of the pandemic. In contrast, increased leisure time and health reasons stand out as the main advantages of the new teaching model, which is significantly characterized by the crisis environment.

The paper explores the process of development, establishment and recognition of "educational technology" as an independent scientific field and a separate teaching subject at universities. The paper points to: (a) the problems that this field deals with or should deal with, (b) knowledge needed for the profession of "educational technologist", (c) various scientific institutions across the world involved in educational technology, (d) scientific journals treating issues of modern educational technology, (e) the authors i.e. psychologists and educators who developed and formulated the basic principles of this scientific field, (f) educational features and potentials of educational technologies. Emphasis is placed on the role and importance of AV technology in developing, establishing and recognition of educational technology, and it is also pointed out that AV technology i.e. AV teaching aids and a movement for visualization of teaching were its forerunners and crucial factors for its establishing and developing into an independent area of teaching i.e. school subject. In summary it is stressed that educational technology provides for the execution of instruction through emission transmission, selection, coding, decoding, reception, memorization transformation of all types of pieces of information in teaching.

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Business Consultant / Poslovni Konsultant is the property of FINconsult Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)