8 │ SYNCHRONOUS LEARNING Distance learning in basic and upper secondary schools in the Czech Republic 48 CHART 25 | Ways of using the camera and other means of nonverbal communication The digital environment offers a wide range of tools in addition to video conferencing systems that can provide feedback to teachers. Alternatively, it is possible to use their visual outputs for didactic processing of content, etc. TABLE 2 | Digital tools used for feedback or visualisation of educational content by teachers observed 1st stage of BS 2nd stage of BS secondary general school field Maturita fields non-Maturita fields shared notice boards and whiteboards (Padlet, Linoit, Jamboard, Whiteboard, etc.) 33% 33% 46% 37% 22% quiz and feedback applications (Kahoot!, Quizlet, Mentimeter, Socrative, Quizizz, etc.) 28% 35% 39% 28% 24% form creation applications (Google Forms, Microsoft Forms, FreeOnlineSurveys, etc.) 31% 46% 48% 36% 24% mind maps (MindMup, Coggle, MindMaps, Miro, Wordclouds, WordArt, AnswerGarden, etc.) 7% 8% 9% 9% 4% Although the technical mastering of distance learning is at a good level in most schools, the specifics of online distance learning are respected only partially. Despite this, or perhaps because of this, some teachers state that mastering the specifics of distance learning is something they manage well. Regular inclusion of interactive elements in online lessons, shared presentations, short practices of the subject matter through Kahoot!, the teacher regularly monitors application reports of how pupils participated in the activities, asking pupils about how they understand the subject matter. Being with pupils often online, communicating, supporting them, giving them feedback – just being in touch with them. Some tasks have proved useful, tasks are handed in more if we also use these systems: Umíme to, Duolingo, etc. Also alternating tasks, making them interesting. We meet regularly at meetings. The second area is the adaptation of didactic methods to the special situation of online synchronous learning. The occurrence of the signs proving the possible activation of pupils in lessons differs from regular in-class learning. However, it is clear that it is often very difficult to involve pupils in learning and that the dominant organisational form of work is frontal instruction. Therefore, it is necessary to appreciate the lessons in which the pupils cooperated with each other or in which group work (on average 6%) or work in pairs (on average only 4%) was used, although it is clear that this was unfortunately the case only to a small extent. In this context, it should be noted that the current video conferencing tools already make it possible to use class division into groups. Given that, apart from synchronous learning, pupils have much less opportunity to work in groups, the proportion of the use of these organisational forms should be significantly higher due to pupils’ significant need to meet their classmates. 90%71%33%72%24%26%59%13%36%66%16%26%74%16%23%0 % 20 % 40 % 60 % 80 % 100 % Učitel měl zapnutou kameru, která plynulepřenášela jeho obraz. smoothly. Obraz většiny žáků byl přenášen.Při výuce byla využívána i jinánežli verbální komunikace.1. stupeň ZŠS 2. stupeň ZŠobor gymnáziumld maturitní oborynematuritní obory The teacher had the camera on, with his/her video image being transmittedThe video image of most of the pupils was transmitted. Other than verbal communication was also used in learning. 1st stage of B 2nd stage of BS sec. gen. school fieMaturita fields non-Maturita fields100%80%60%40%20%0%