ABSTRACT
Digitalization of education has been emphasized of interest for decades. The COVID-19 pandemic created conditions that demanded rapid changes in teaching and learning methods. An adequate preparedness was often lacking, but we can take the situation as an experiment that offers the experience to promote effective e-learning. The study focuses on Moodle, the most popular system for supporting learning worldwide. Its applicability is beyond dispute, but several factors may influence the utilization level and satisfaction locally. The goal of the study is to compare the utilization and satisfaction with Moodle before and during the pandemic. The differences allow exploring the effects of the forced use of the system. The results in this paper are based on a voluntary survey among public service students. The survey includes evaluating the tools of acquiring a curriculum for exploring some aspects of the learning habits. Furthermore, the functions, design, supporting role, and utilization are investigated. The sample consists of 100 responses before and 100 responses during the pandemic situation, randomly selected. All respondents are students at the Ludovika University of Public Service. The results show a moderate change in most factors. Time spent in Moodle has remarkably increased, and its role has been appreciated in the communication between students and teachers. Satisfaction has increased about the usability of the system, but its design, speed, and customization options are judged worse. Moodle's appropriateness for learning support is confirmed by the study. Since the purpose of Moodle is to support effective learning, the supply-side of Moodle-based learning must be strengthened, including teachers' competencies in exploiting the opportunities. Long-term benefits can be promoted by a higher level of integration with other educational systems. © 2022 ACM.
ABSTRACT
Generation Z, who can handle almost everything online, from the picture taken by their mobile phone to purchasing or transferring money. Therefore, using several tech solutions, they are not looking for traditional banking solutions, like the ones where physical presence is needed. Their wish is to obtain secure, fast, easy financial solutions, and services. Additionally, to ensure payments can be easily made and investments are available on hand. All of this being virtually available any time when it is needed, even from their mobile phones and also providing a high-level of personalization possibilities. In our study, we surveyed risk attitudes governing individual investment decisions based on primary research conducted on a large sample size among university students. When surveying risk attitudes, we presented a group of university students studying in Hungary with questions of a test published in an international journal article by John Grable and Ruth H. Lytton (Grable - Lytton, 1999). Between early December 2020 and 15 January 2021, more than 2,000 students filled out our questionnaire. The results of the questionnaire show that risk attitude values among the group of Hungarian university students are in line with international experiences. Primary data collection will continue in the spring of 2021, and it will subsequently allow a comparison to be made between the attitudes to risk and investment of university students from different fields of study. The composition of the questionnaire's respondents will make it possible to survey and compare the 'Z' generation's attitude with that of other generations.