Pixel International Conferences

The pandemic, in which both students and teachers have transferred the learning process entirely or mainly to the digital environment, has been going on for more than a year. Two of my classes of students were affected in this situation, each of which is facing the challenges that accompany this change for the second year in a row. Despite the initial difficulties and the necessary period for adaptation for both students and teachers, learning in a digital environment has become a reality. We were provided with a cloud environment for teaching and collaboration but not with the devices. Every student used their own resources to be able to attend the classes regularly and with the necessities needed for a fulfilling participation in all of them – stable internet, microphone, camera. For the second year I have been teaching television business to fourth-year students in a digital environment. At the very start I had to mobilise all my knowledge for the cloud platform that I have used so far in my professional path and adapt that knowledge for the competitive cloud platform that was introduced at the university. Logically, the next step was to adapt the curriculum and the learning approaches that I have used so far in the physical environment. It turned out, as I have expected that teaching ‘Television business’ in digital environment revealed a range of opportunities for interactive learning that would be difficult to implement in the traditional form of attendance. Now the more difficult task remained - to convince the students of this.

Keywords: television business, digital environment, cloud technologies.