 Welcome to all participants of today's webinar in Eden. It's nice to see you are joining in. Please don't hesitate to introduce yourself to your institution. Hello, Kristina from Dimitruara. Arat from Romania. Gori. Orna from Dublin. And everyone else. My name is Airena. I come from Middlas Magnus University in Eden Digital Learning Europe. And today we have another interesting webinar for European Open and Distance Learning Week 2021. So allow me, first of all, to introduce the event. And I'm very happy and proud to mention that European Open and Distance Learning Week is organized since 2016 as a very successful series of autumn events in Eden. And since the beginning this week is co-organized with the National Distance Learning Week in the United States, United States Distance Learning Association. And year by year it gained more and more interest and contributions from over the globe and Europe. And this year European Open and Distance Learning Week is co-organized together with the partners of the European Open Distance Learning Association in Australia jointly with Flexible Learning Association of New Zealand who are launching Asia Pacific Online Distance Education Week. And we also have a very special webinar as a contribution by International Council for Distance Education. So just to mention that all events are based with synchronous participation but also with a synchronous access and review of the records available after each webinar. And I'm also very happy today to have a very special session that actually addresses student voices. It's a very important event because we must admit that sometimes white seldom invite the students to share with us their feedback, their opinion, their point of view. And today we called for the student voice on the opportunities and benefits of online and distance education during the pandemic. I'm sure we're all very tired and want to avoid as much as possible the last keyword in our daily life. But without the lessons learned during this period that we had as a mainstream of open and distance education worldwide we would not be able today to talk about the not only challenges but also the good practices and lessons learned that we would like to take with us to the future. So the agenda for today's webinar is as follows. We will have student satisfaction survey from University of Zagreb from Croatia. We will have students voices from Vito Das Magnus University UNESCO IBE master program management of education from Lithuania, the students from Georgia and Azerbaijan. We will have student satisfaction surveys from Vito Das Magnus University program level and Academy of Education. We will have students voices from Dublin City University connected humanities program student and program level as well. And then we will have questions and answers with the participants of the session. It's my honor to introduce to you the speakers of today's webinar and today's panel. So Anna Farrell from Dublin City University in Ireland together with the student, Sinead Lynch from Dublin City University. Ausha Ruttkine and Lina Kaminskine from Vito Das Magnus University. Ausha is the program director and Lina is the Chancellor of Academy of Education at Vito Das Magnus University. Together with two students from master program, Tamari Ivanidze, a student at Vito Das Magnus University who comes from Georgia and Vusala Idresli from Azerbaijan. And we have a Vice Dean for Education from the Faculty of Organizational Informatics at University of Zagreb, Croatia, Professor Sandra Love-Rentich. So these are our speakers for today's session and I won't take more of your time but as our session will be combined with short presentations, reflections in a normal and open and reflective way from the panel, we will combine both formats in the session and I will of course encourage all participants in the session to post your questions and comments to the speakers in the chat so that we can address them either in our interchangeable format of the session or at the very end during the questions and answers with the panel and participants. So let's start now and I invite Sandra, our first speaker. Thank you very much. Professor Sandra Love-Rentich, Vice Dean of the Faculty of Organizational Informatics at the University of Zagreb in Croatia to introduce to us student satisfaction survey that you implemented in your university. Please, Sandra, the floor is yours. Can you see the presentation? Just tell me if it's uploaded. Yes. Yes, now I can see it. Thank you very much. Just so that... Okay, yes. Okay, so I will present a survey of student satisfaction with education process during the pandemic that we conducted at Faculty of Organizational Informatics in Croatia. I would like just to say a couple of words about our e-learning process before the pandemic because we are the faculty of informatics so we actually were engaged in learning a long time ago. Immediately after the University of Zagreb adopted e-learning strategy in 2007, Faculty of Organizational Informatics also adopted it. Actually our teachers were actively involved in developing e-learning strategy. And since then we are continuously using LMS Moodle for all courses and all study programs. So it's obligatory for all, but of course not all teachers use it at the equal level. And teachers continuously improve their skills, of course, because they use Moodle and they also continuously participate in projects about e-learning. So we actually had a lot of experience in e-learning but of course all of us could be prepared for such a sudden change that happened after the pandemic. Actually, when everything started, our dean actually, Professor Vigilij Tregev actually said, okay, something will go wrong and we actually had first workshop about online teaching several days government decision to stop the teaching process in classrooms in March last year for all of our teachers, just to prepare them what will happen. And since then we continuously have workshops about online teaching. We are all continuously adopting new technologies in our classrooms. We have a lot of equipment so that we can do this process as much as we can for our students to be better. In last academic year, our teaching process was conducted almost completely online as well as exams. I think that we were one of the rare faculties that had that in Croatia. It started immediately after the first of November, first two weeks, next two weeks, next two weeks and then we had to make a decision for the whole summer semester because of our students that are traveling. So we have a year and a half experience and last of all was almost completely for online and this year teaching process is conducted heavily because of the lack of space and we have lectures are held for half of students online, half of students in the classrooms and seminars and laboratory exercises are in classrooms. But of course during the larger numbers we have to start having seminars and lectures online in the next two weeks. And the student satisfaction service are held during each semester. So I would like to just to present what our students told us about our teaching process in this last year and a half. We actually created a first survey, online survey for our students at the end of the April of last year only after a month and a half of online teaching and it was a survey for individual courses and we had 2,200 service failed. That doesn't mean that a lot of students filled it, we have approximately 2,600 students because a lot of students filled the survey for a couple of courses that they attended. But we really wanted to have this feedback about our online teaching as soon as possible to see if we adopted appropriately and if the students can learn and use this sudden change. We had this survey consisted of four parts about course organization, about teaching materials, knowledge assessments and the general information about study. And students also could enter the textual suggestions about course organization materials and assessments, what they think was not good for them and what they think could be done better, etc. So we had a lot of feedback and we wanted our teachers to see this feedback so that they can adjust to it before the end of semester, before exams, etc. So that teachers and students can have better results. And actually I was surprised, we actually got very good grades. We used liquid scale for 1 to 5 and all elements actually get grade 4 approximately. The only problem that it was was with frequency of knowledge self-assessments or assessments, that was grade 3. And that was actually expected. We had a lot of experience with e-learning and we had a lot of materials online, but all our exams earlier were held in classrooms. So we actually had to very quickly made some online assessments. Some teachers use them, of course, but not all and exams and midterm exams, etc. And students, of course, noted that we couldn't prepare a lot of those exams and assessments in that quick time. After that, last year, we decided to have a service in each semester. Approximately after 3rd of each semester semester is finished and we revised a little bit questions and we had separate service for teaching process in general and for each course, not teachers, but the course in general. Students still can give their input about suggestions for course organization materials and assessment and they do this, of course, because everything is anonymous. So they can really write what they feel about our teaching process. We didn't have very much respondents and you can see that in winter semester, 35% of our students filled in the survey and in summer semester, only 20% of students filled in the survey. So we try to, we of course try to motivate them to fill and we will try this year also to motivate them to fill the survey better. This is for teaching process in general and I will just say what were the results for teaching process in general, not for courses individually. Students were most dissatisfied with hybrid and online classes and they were also satisfied with teachers proficiency with IT2. So this was still going well and online classes were interesting to them, but a lot of them said that contact classes were easier to follow. Their biggest advantage was that they could stay at home. And of course, especially at Informatics study because we have economics in Informatics study because our economic students come from near the Varajdin and the Informatics students come from all of the Croatian and abroad. And the biggest advantage was difficult communication with teachers followed by need for equipment of course, and we were surprised by this difficult communication and of course differences were according to the level of study. Students that were at first level of study in lower grades wanted more contact classes and students at graduate study wanted more online classes, especially at our information system study because they all work over student contracts when they are at graduate study. You can see, I just put several graphs here. You can see those graphs for results for online classes and for contact classes. This is the first one is for winter semester. The problem is that the distribution is really similar, so yes, we have some average grade, but the answers were really almost equal and of course, online classes were interesting and the contact classes were easier to follow than online classes. This was in the winter semester so students thought that contact classes were easier, but in summer semester online classes became a little more interesting and the contact classes became more anonymous because this was already the second time that we had summer semester online and of course, teachers improved their materials, students adjusted to online teaching so we can see this change from winter to summer semester. After our service and of course, with discussions with teachers, etc., we could say that online teaching and learning is well accepted although our teachers think that nothing can substitute some parts of contact classes. Undergraduate students of course gave advantage to contact classes because they have to adapt to study and graduate students want more online classes actually want all online classes because they work. We were surprised that students have difficulty communicating with teachers because we use a lot of technologies. We have of course email, we have consultations over zoom, over big button, in forums, mobile, telephone, etc., but students still continuously think that they have difficulty communicating with teachers. Teachers of course have problems because of cheating and they think that students will cheat more on online assessments although we of course use various methods. And since we started this fall with hybrid teaching a lot of our teachers said that hybrid teachers are very demanding for them and because they have to give attention both to students in class and both to online we will see in our next survey if students notice that and whether online teaching was for them better than hybrid teaching. So I think that I'm in my time frame. Thank you very much. That was professor Sandra from University of Zagreb from Croatia. Thank you very much Sandra for introduction of the student satisfaction survey from Croatia. Now we will move on to other countries and other universities and then we'll come back for the discussion. Please all session attendance if you have questions please post them currently in the chat. So now I move to Lithuania and first I invite students Tamari and Vusala from UNESCO IB Master program management of education. So Tamari, Vusala we would like to hear what were your experiences lessons learned from the pandemic. Please the floor is yours. So I'm really glad to be here. So as another representative of student wise. So I really feel that my university considers students point of view about different issues and I consider it my duty to appreciate it. So I will just briefly present so we have limited time the biggest challenges so that the biggest challenges during the pandemic situation lack of sociality increased anxiety and stress having different online platforms and less international mobility. So and what was the role of faculty so how faculty helped us to solve the problem. So we had online group work so teachers we are always trying to even during the seminar or lecture so they were trying to give us some online group work so for the stress so we were receiving emails from the university so that we had a psychological aid so psychological clinic was sending us emails so we had different online platforms and we were graded sometimes in student as portal and sometimes in Moodle so from the beginning we were really confused so we had to see our grades but the collaboration with teachers and the coursemates was really helpful for us and less international mobility so as I know so maybe two projects were implemented by the Pidatas Magnus University Professor Irene presented once about those projects so that it was like a virtual mobility so that and students they were I mean they had the possibility to participate in virtual mobility so the factors defining the effective online education during the pandemic so I think those factors are really really important so in order to have I mean the successful online learning and teaching so these factors are like a student faculty partnership, digitally competent teachers online platforms, online tools and online teaching experience so I know that so we had really good student faculty partnership and we had all the I mean the teachers, most of our teachers we are digitally competent teachers and we still have like three online platforms so if something is wrong we can change our platforms, online tools like teachers are using online tools successfully and Pidatas Magnus University before pandemic had like let's say a really good great online teaching experience so which really is important so Pidatas Magnus University and versus online learning so on this slide I try to speak how the university maintain the quality of teaching and learning process so students were asked to address the problems that they were facing students were provided with various kind of aid including spiritual and psychological from time to time professors were asking students to express their ideas about study process and so university conducted the student psychological well-being survey also the survey on teaching and learning student survey on teaching and learning so which is really really important and the result of students survey on teaching and learning so we were receiving all the time emails so and we were just informed so what's going on so and it was really important so I will just Uthala will continue so my course mate. Thank you Tamari, Tamari could you make it full screen please? Okay I just forgot I'm sorry. Could you move to the fifth slide? Thank you very much so besides challenges I would like to talk about positive changes that also were inspired by pandemic situation so it is about our experience so what positive changes we notice it here first of all location flexibility I mean we can we could access from anywhere Tamari, yeah we could access from anywhere like even from work easily to the online lectures and secondly we gain it time management skills so especially we could now improve our management how to manage our time effectively and also we notice we gain it ICT skills and problem solving significantly we learned a lot of new things about ICT and also possibility to re-watch the lectures it was one of the best things I think were like positive changes inspired by pandemic so because during live lectures we couldn't like remember everything but in online lecture we can now again re-watch the lecture and also as I mean environmental if I think it's also good that we use less or no paper so everything is about like writing online like electronic or like tablet and computer etc and also it's a new level of integration of technology into education I mean not just in Magnus University also full world like they shifted from they moved to a new level they used technology into a new level like full world changes the world view I mean about the technology integration in education so and also well prepared teachers and we noticed that during these hard times but teachers were quite really and they were very quick and if there is something like technical issue and some problems occurred they were quite like responded in a very fast way and the lectures were really well organized and with full of activities with full of discussions and was very interesting for us and another thing that we noticed is clear course content and expectations at the beginning of each course so teachers used to explain like who syllables what we are going to do in every course in each semester so it was quite easy and very easy to reach this and flexibility in using learning management systems for online teaching like certain teachers they use let's say zoom the others preferred adult connect etc so different like it was flexible to use different learning management systems and also improvement in self-regulation skills we really also had more responsibility during this time to study on our own to take to improve our self-regulation skills and lastly improved virtual collaborations through discussion forums and projects so we also had a lot of like forums and assignments projects together so this also helped us improve virtual collaboration and our recommendations for effective online teaching and learning from our side it will be like online lectures should be well structured and teachers should be well prepared to keep students engaged as engagement is very important in online learning and education in stations should be better prepared to seamlessly transition between face to face and remote learning as needed for example this is similar situation occurs again so the institutions can easily shift from let's say face to face to online and then the most convenient learning environment for everyone should be determined for example for us like hybrid and blended learning was a bit difficult for us to follow rather than online learning just online was the most convenient one for us could you move please the next slide okay thank you and for the teachers we think teachers should determine whether students are struggling or disengaged than intervening if needed especially in online learning and teachers should identify which online learning tool is the best suited for let's say if there's zoom if which one is the least programs technical issues occur they should choose I think this one for example we had lots of programs with Adobe connect but later the university the teachers they moved to teams so teams was better than that and teachers should encourage teacher-student I mean interaction between student student-teacher-student and form a learning community which is also important for online learning could you move the last one is more we have a suggestions for further research so more research should be conducted on whether or not expected learning outcomes in online learning are met for example maybe traditional learning outcomes are higher than online so and how to engage students during online learning so engagement as I already told is very important and also how to build a sense of community in online learning which is also very important so thank you very much and thank you very much that was a voice from students from Virginia and Georgia who study in Lithuania and now I think this feedback was very positive but I believe that there were also more challenges and more complaints or hesitations so we have today with us a professor the program director and also professor the chancellor of the academy of education so I would like to invite both of you to join us and maybe you can share with us any of you first of all what complaints what hesitations what problems challenges so what were these issues that were firstly addressed by students when pandemic started could you please share a little bit of those negative aspects as well with us Ostra Hello everyone so I'm happy to be here and also I'm very happy that our students also are here and I'd like to introduce a little bit things what are standing behind the situation we had before the pandemic situation actually in 2016 the University signed the memorandum with UNESCO Bureau of Education and actually we implemented the program elements and we are our students all together with diploma master diploma they will get the certificate from UNESCO so the first students they have got the certificate in 2018 and it was only one student from abroad so actually now we have about more than 10 students and students are from very different countries Japan China, Azerbaijan Georgia, Ukraine, Spain Germany so actually we can see very good geography and of course to start with the internationalization of the study program it was a challenge at that time so what we did we actually implemented and a lot of courses as online courses for regular students so actually our staff was prepared for this challenge another challenge which comes from students side was the possibility to participate for Erasmus exchange I mean that our students we outlined to take UNESCO courses at so these courses are they are taking each semester and this means that you have no possibility to go for Erasmus exchange studies and this was a possibility when our students are abroad they are doing a lot of Erasmus exchange they are taking the courses UNESCO courses at Vito Tasman University virtual so actually it was possibility and it was challenge of course at the beginning but I should say that it was good start and we were prepared for a pandemic situation quite well also it was mentioned from students side we are talking about virtual mobility and one more thing from teacher side that when you are teachers as staff as well going for exchanges for project meetings and in some cases it's also very comfortable you are feeling very comfortable when you can give a last lecture in time what it was planned but not physically but virtually yes I agree with students that it was a bit challenge to manage so much different tools and different possibilities we have but I should say that I'm very happy that last semester the big international team of students they were involved they were engaged into study process and I think that as you see they are happy at the moment of course it was a bit problematic for some students and for the staff to organize processes online but I think we are going forward and of course we are doing well so briefly that's it Lina yes thank you very much Osha and maybe I can also ask Lina to mention besides the challenges the lessons that you already hear and you already have in the department among teachers among students as a chancellor of academy of education which of those lessons you are already taking for the and maybe which of them you need to address in more depth and still need maybe to research to experiment with what is your experience on those Lina I think your video is frozen I was talking too long maybe to introduce the question on the other hand I'm very happy Osha what you mentioned until Lina releases the video I think what you mentioned is that during the last semester engagement indicators were already improved as far as I understand because it was also Wussel who mentioned that engagement issue as well as assessment of learning outcomes issue most probably need to be addressed better by academia so how did you notice that engagement improved of course it came from personal my experience but of course when we are discussing at the faculty level so we are sharing our experiences between the staff members so and we are trying to share our best practices between us so how organize team work how organize how to implement maybe other new methods let's say digital storytelling or some others who also might help and I'm sure that students also are competent digitally competent to implement these methods and in some cases you even don't think about these possibilities but when you are obliged so you are trying to implement you are trying to work with the maybe similar methods as you are doing in the face to face meetings but these implementations of digitalization also helps and gives a lot of good experiences Thank you very much I see Lena is back and please Lena could you join us now to give your reflection as then I see that moving from attendant mode to presenter mode maybe some issues I see very good questions also in the chat it was I think who said that some teachers said that they can't teach online and that the argument was that we are working in a traditional system our field requires traditional mode and I think these are the arguments that the majority of us also heard maybe not in our departments but maybe in universities so of course I will also would like to hear what DCU and University of Zagreb think about it but also just we'll try to maybe invite Lena once again to reflect shortly I know that moving from participant to presenter makes technical challenges Lena could you try to speak up I will try very fast because I'm not in my place so there is an issue that the internet is not stable but I hope that I will not repeat Auschwitz maybe I would like to take only several notes I think the key words were said by our students and not only by our students so community is important and community in the sense that co-creation and collaboration appeared very very critical factors in successful learning during the pandemic period so the collaboration and co-creation was crucial for teachers because it was even though we were really prepared to go fully online but we had to share how to work more effectively because you cannot just technically transfer the same teaching and learning modes as you had the university in a face-to-face mode and also collaboration among students because social interaction is also very important in the learning process so that's why we had to reconsider many of the activities and tasks how to engage our learners more our students to have more complex more diversified activities just not to keep them listening to the talking heads all the time and I think what we also realized that our higher education curriculum should be quite flexible if you want to address very different needs of our students and the last thing we were talking about self-regulation learning so I think the agency of students is also very important as we actually realized that we still lack these skills and we have to invest more it become more autonomous more self-regulated learning in the process so probably these were key issues and I really don't want to repeat maybe what also already have said and thank you for the possibility to join you and sorry for these technical issues Thanks a lot Lina, thank you be a new team and now I don't waste a minute but invite our third colleague university and very strong team represented by Orna and Sinit from DCU Dublin City University please I know you were leading also the network with consultations with support with expertise on how to solve different different issues when pandemic started but today we want to hear you again what were your challenges what were the lessons learned and the pickups for the future please, whomever of you is first me, hi everyone how are you so I'm just going to share a screen and very quickly go through slides everyone is moving very fast so I'm Orna Farrell from DCU connected so that's the part of our university that works with online students and online programs so we're a small department we have 1200 students we have a few hundred staff and before the pandemic we've been doing this for about 30 years originally starting with distance education and then transforming to online education as the years went by so we were already online we were probably like 90% online pre-pandemic but just while I'm talking about the pivot and picking up on some of the other speaker's points I've been working in online education for a number of years so during the pandemic I was actually drafted in to share with the wider university how to teach online how to design online courses so for a year of the pandemic I was working with a kind of a ninja unit, a learning design unit created for the pandemic helping faculty design and deliver courses online who previously would never have done this before so I know a few people mentioned this so I come back and now I'm head of DCU connected by way of context so I've seen both sides I've seen the staff side but also very much the student side which we're here today to talk about myself and one of my colleagues during the pandemic did a very nice study into online student engagement experiences about our own DCU connected learners so that's the reference there if you'd like to have a look we based it around CAHOO Ella CAHOO's model for student engagement and here are some of our key findings and again people have mentioned these already so we found things that helped students engage while learning online so we're here today to talk about how we can help our community so these could be formal communities within the course but also informal communities which I think Sinead is going to pick up on time management and organizational skills are really important for learning online supportive teachers of course multiple means of interaction so typically online we have you know different ways of interacting basically we're quite reliant on discussion forums and in our study we found that this didn't suit all learners so having different ways of interacting for example synchronously in Zoom or in a different asynchronous manner maybe a chat group seem to be more beneficial for students and very much providing students opportunities to develop their skills opportunities to do activities or assignments that developed self-regulations those are the kind of key findings and here's a few qualitative quotes from the study but the big thing that jumped out from this study was the most significant challenge students have is what we call balance that's because our students are adults working, minding children, lots of other competing demands on their time so this top quote here captures that that was the most significant challenge if something went wrong with all the different things they were juggling and have a very negative effect on their studies and this is just another one about how students learn so COVID in a way for our students wasn't a huge difference this is the CAHOO framework I was telling you about a very nice framework but what it did was heighten life load issues so in Ireland we were online for pretty much a year this year it's more blended but our course is always online but what happened was our children were home from school the rest of our family were home as well you had a lot of problems with people getting enough time to study that time was always a big problem but this is heightened then you also have the usual stuff around broadband computer stuff but what happened actually in Ireland during the pandemic is people didn't have enough devices so if the children were also studying online at home or spaces were working online you're looking at five laptops needed instead of one or two broadband problems in some parts of Ireland it's still a bit patchy so all of those typical student engagement challenges were heightened and as I said the big things were life load and also quite space to work came up to one big problem we did have they were 90% online we still had the odd face-to-face workshop but what we did have in person still was assessment we had a lot of exams in some of our modules so we had to very quickly change those in the spring of 2020 to online assessments the university was quite good because this happened across the board so they developed some principles they developed a quality assurance method so that the alternative assessments were reviewed by external examiners internal examiners so it actually worked quite well it was a huge amount of work in a very short amount of time though what we decided to do was to try and take quite an open approach so we replaced a lot of our exams with essentially take-home exams that students could use books we'd give them anywhere between two days to five days to complete and we did this because A they're more accessible and flexible because you don't need a lot of bandwidth to download an assignment brief work away on it flexible because we're conscious of the life-load issues that our students always have which are heightened and also the fact that they were asynchronous so that people could work on them when they had time at their own pace so that's kind of where I'm going to stop on I'm going to hand over to Sinead who's going to talk from a student point of view so over to you Sinead lovely I'll just share my screen just bear with me one second that's fine Sinead I can see it brilliant thank you very much okay so I am Sinead and I've been in the Humanities Psychology major program in DC connected for the last three years so of course that means that I had a small bit of the pre-pandemic time and of the pandemic so I'm just going to talk a little about the experiences of us and the benefits and challenges and some of the outcomes from that so some of the benefits first of all so at the beginning of the 2020 academic year all the in-person classes in Ireland moved online so in my own home I was starting my second year in DC connected and my daughter was actually beginning her first year and what should have been an in-person course so in her course all the students and lecturers were trying to adapt to new technologies while also trying to meet the usual schedule of timetabled lectures however for us in online education we were in an environment that was already tailored specifically to allow flexibility for students so we were able to go to our tutorials at the times we needed to or if we couldn't attend we could go to recordings and it was so much more flexible we had a lot of support and a lot more understanding because everyone already knew how to work this there was no trying to understand how things worked or trying to get to grips with technology and get to grips with live and recording of lectures and then uploading it but of course as well as benefits there were some challenges and as Auna mentioned as well trying to balance life with everyone then suddenly being at home people were trying to balance having their children at home, working from home and also trying to study which became quite overwhelming because for a lot of students they were previously allocating study time usually maybe when the children were at school or when they come home from work or in the evenings and suddenly everything changed but what was lovely was in tutorials our tutors were making this huge effort to talk to us about what was going on in their lives actually one particular tutorial when a tutor was one of two tutors was a little bit late and they came in and they said I'm sorry guys I'm a little bit late because I was homeschooling my child and I just wanted to make sure I had that time and I'm really really sorry I'm usually so organised but it started this really lovely supportive inclusive conversation about homeschooling and about balancing life which everyone in the class took part in and the tutors as well and it really helped people see that we weren't on our own we could reach out to people and the programme team and the tutors were all there to support us which made a huge difference to people that we knew we had so much support and them there if we needed it a lot of people then struggled to meet deadlines and as Oana mentioned deadlines were kind of extended and if we needed help again we knew that it was okay to say I need help because we knew everyone else was struggling too it wasn't a situation where we kind of had to keep going we were allowed to say I need help please can you help me and one of the big things and again Oana previously mentioned this the feeling of being isolated among distance education students was quite increased during the pandemic so the students themselves created social groups and that's online where we could kind of support each other and that led to the creation of a society this year which is still going and we're very very proud of that so from there there was this year when DCU itself has returned to mainland campus there seems to be much greater need I'm sorry let me start that sentence again there seems to be a much greater awareness of the needs of online students and there's so previously things that were only available in campus students have now been made into a hybrid model which means that online students are better able to access everything and of course then everything is more of a well-rounded experience for everyone so that's pretty much all I have to say and thank you very much for listening thank you well done to me thank you I feel really successful in such a short time less than one hour to be able to hear, to have your contributions to have your different presentations from different people and panelists sharing with us the challenges the lessons learned the the ideas and now I would like to invite all speakers to be visible on the screen if that is technically possible I think yes, I still see your desktop shared so just for the final round and I am aware that we have only five minutes to invite people, Shinit, could you please exit sharing your screen yeah technically okay, thank you very much I would like to invite now each of you to give one word one key word that you would choose as the best definition in one word should take with us to the future I heard a lot of nice keywords in your contributions I don't want to repeat them now but to let you rethink, choose one and pronounce it but also the attendance those who were following your presentations you might also use the chat area to post your keywords so the best recommendation that is in your heart and that you would keep it as a lesson from the pandemic but that you would like to recommend to take it to the future of education with you, what that word would be anyone who would like to start yes, Orna empathy thank you we have empathy with us Shinit maybe two words direct communication I don't mean it should be personal but like we are now speaking because I think that people are going away from that thank you very much Sandra direct communication colleagues, partnership I see in the chat Lina, Oshra, Vusalla Damari from my side lessons learned lessons learned thank you Vusalla from me I would say engagement because it's important as it's also my research area yeah I think it's important in online learning thank you we have time management in the chat thanks Estella okay Damari Lina, Shinit maybe the partnership so the student faculty partnerships it's one of the most important thing thank you very much Damari community from gathering in the chat thank you cooperation from Daiba maybe inclusion as well inclusion thank you Shinit we still miss I think Lina I don't know if she's with us I see Lina is with us I am in and out so probably it will be more stability the best words but well I probably will repeat myself cooperation and collaboration thank you Lina, cooperation and collaboration stability and we have sustainability from Ryan from me I connected thank you Christina maybe anybody else from me the what that I in the majority of your contribution would also be balance balance among many things we need to find our balance through the stone understanding as for Tudas as well as it's new to them so understanding teachers and Tudas thank you very much thank you very much all of you as the final word I would like just to announce to you that this session is coming to an end thank you very much to all the speakers and all attendance of the sessions student voices are very important and I'm very happy when the academy when the departments have collected there and can share them with us thank you all very very much so please follow the events of European open distance and learning week online we have events on Sunday we have events on Monday Tuesday and even Wednesday finalizing was a report cut on the crisis and the legacy the legacy of the great onlining of higher education so stay connected thanks a lot for your attention for attendance and for participation stay well bye bye to everyone bye bye