8 │ SYNCHRONOUS LEARNING Distance learning in basic and upper secondary schools in the Czech Republic 49 CHART 26 | Signs proving pupil involvement in learning What is essential for the improvement of online distance learning is the support of the school management. In about half of the schools, the management stated that they regularly observed online synchronous learning. In addition, in one fifth of the schools, some teachers observe online synchronous learning for each other. Cooperation of the school management with methodological bodies in implementing distance learning. Numerous observations of synchronous learning by the school management, as well as teachers observing their colleagues’ online teaching, took place, supplemented by regular sharing of their experience. The importance of sharing is illustrated by the following example. Continuous sharing of new skills and methods of distance learning between teachers and school management, their changes and adjustments based on feedback from both pupils and legal representatives. Schools have made significant progress in the technical mastering of synchronous learning, and the limits are based on technical parameters rather than shortcomings on the part of most teachers. As mentioned above, the situation of mastering the specifics of online synchronous learning is more complicated. The specifics of learning at the 1st stage of BSs are respected best due to the many roles that most teachers at the 1st stage of basic education usually perform (especially teachers of most subjects and the class teacher). One of the most serious problems seems to be the large number of lessons with learning without the cameras switched on, because such lessons increase the social and psychological problems that learning via the internet entails. 0 % 10% 20% 30% 40% 50% 60% 70% 80% 10 %20 %30 %40 %50 %60 %70 %80 %Téměř všichni žáci pracovalih po většinu hodiny se zájmem.V hodině byli aktivnípředevším žáci.V průběhu hodiny mezi seboužáci spolupracovali.Téměř každý žák se dostal během hodiny „ ke slovu“.Učitel poskytoval některýmžákům zpětnou vazbu.1. stupeň ZŠS 2. stupeň ZŠobor gymnáziumld maturitní oborynematuritní obory The teacher gave feedback to some pupils. Almost every pupil “got a word in” during the lesson. The pupils cooperated with each other during the lesson. Mainly the pupils were active in the lesson. Almost all the pupils worked witinterest for most of the lesson. 1st stage of B 2nd stage of BS sec. gen. school fieMaturita fields non-Maturita fields0%