The aim of this paper is to thoroughly examine how students in Serbia experienced their education through distance learning during the 2020 Spring school closures due to the pandemic. Schoolchildren’s multigenre narratives about learning during school closure were elicited by online surveys; qualitative thematic and values analyses were conducted; and data was further analysed by cluster analysis, ANOVA, and t-tests. A total of 45 lower and upper secondary school students produced 106 narratives providing 429 thought units for analysis. Altogether, 6 themes and 26 value codes were identified. They demonstrate the wide range, complexity, and nuanced positioning of students’ experiences towards the new situation, their role in it, and the role of others i.e. teachers and the technology itself. The paper draws implications on the policy and educational-psychological and methodological level.

本文的目的是彻底研究塞尔维亚学生由于大流行而在2020年春季学校停课期间如何通过远程学习来接受教育。在线调查显示了学童在停课期间对学习的多类型叙述。进行了定性的主题和价值分析；然后通过聚类分析，ANOVA和t进一步分析数据-测试。共有45名初中和高中学生制作了106篇叙述，提供429个思想单元进行分析。总共确定了6个主题和26个值代码。它们展示了学生对新情况的体验的广泛性，复杂性和细微差别的定位，他们在新情况中的作用以及其他人（例如教师和技术本身）的作用。本文对政策以及教育心理和方法论层面产生了影响。