**5. Conclusions**

The presented results will have important implications for student learning and the development of e-resources. We firmly believe that the age of the students is essential when creating video explanations. Unfortunately, research that would provide insight into younger students' characteristics in this area is still in its infancy. However, since it could happen that schools will be forced to address ERT for some time to come, we believe that research in this area is also welcome. While we agree that distance learning is not a good solution for younger students, we recognise that such learning could last for some students. Therefore, we hope that this work will help teachers who decide to implement ERT through video explanation.

We conclude with the following recommendations for the resumption of school operations in autumn 2021, based partly on Brown et al. [6]. First, according to the strategy for physical re-engagement at schools should:

• Recognise that the necessary input from parents to support learning at home goes beyond the physical provision of resources.

*Education Equity in Times of Emergency Remote Teaching: The Case of Slovenia DOI: http://dx.doi.org/10.5772/intechopen.102031*


Razlagamo.si was designed as an open educational environment. Several resources commented on the importance of openness [18]. As we can see from the literature, obstacles to e-learning can involve several problems [19]. Technology, access to the internet, and the lack of an e-learning and assessment curriculum and tools for effective student assessment limit what teachers can teach [20]. The motivation for online learning, confidence in e-learning technology, and teachers' attitudes towards online learning influence how and how much a student will learn. All these barriers need to be considered when faced with an event such as a pandemic. Due to the exceptional success of the support point, we decided that the point will remain active after the end of the crisis. The Razlagamo.si model is also useful when only a part of the student population is involved in distance learning.

Future lines of research are two folded. We will try to overcome the language barrier of Razlagamo.si materials. We will upgrade and improve learning materials, translate these materials using advanced machine learning models to English (pivot language), include materials into the Learning management systems (LMS), and explore new models for use in classrooms in an international environment. We are aware of the low acceptance of the technology by teachers, so we will prepare explicit Instructional Principles for distance teaching and learning in cyber-flipped classroom pedagogy and additional instructions for adapting the learning paths in the LMS to the needs of the students.

The second research track will focus on designing a taxonomy of video lectures. The taxonomy of video explanations will be designed to help teachers choose the appropriate video explanation for their students. We will define a list of attributes that quality video lectures should have and categorise features according to several criteria (i.e., pedagogical, technical, needed for machine translation purposes…). We will summarise the various characteristics into several principles. Some principles are going to be more didactically oriented, probably the most important being the principle of interactivity, followed by the principle of generative activity, the principle of dynamic drawing and the principle of seductive details. Among the slightly more technical principles, which are also related to pedagogy, are: the

principle of the perspective of the recording, the principle of the teacher's visibility, the principle of the teacher's emotional state, the principle of the gaze guidance, the principle of subtitles and the principle of the live composite of the recording.

Many educational institutions face a fall semester2021 that is either fully or partially online. Razlagamo.si is paving the road to engaging students with the content, providing collaboration, and creating community. The joint educational point will help teachers who prepare materials according to the principles of flipped learning even in a non-crisis situation (e.g., for sick students, student-athletes, students with another status).
