Distance Learning of Geographic Information Systems Using Google Classroom: Students' Assessment and Perception

Distance education at universities during the COVID-19 pandemic was implemented through various so-called learning management systems (LMSs). These environments are primarily used for teacher-student communication, assignment, and sharing of learning materials, testing, and assessment. This article aims to evaluate the Google Classroom environment's perception by university students of the courses Teaching Academic Subjects and Geography, forced to study through distance learning during the second half of the semester. Students filled out a questionnaire focused on the perception and evaluation of the Google Classroom environment at the end of the semester. The students were divided into two groups, depending on whether they worked in the Google Classroom environment for the first time or not. The results were evaluated using the Wilcoxon rank-sum test and the semantic differential method. The results show students' positive attitudes toward this environment, even though some were working with it for the first time. The perception and identification of the strengths and weaknesses of learning environments are essential in their future use in creating curricula and analysis of possible further use in other subjects or situations.

Distance Learning of Geographic Information Systems Using Google Classroom: Students' Assessment and Perception

Distance education at universities during the COVID-19 pandemic was implemented through various so-called learning management systems (LMSs). These environments are primarily used for teacher–student communication, assignment, and sharing of learning materials, testing, and assessment. This article aims to evaluate the Google Classroom environment's perception by university students of the courses Teaching Academic Subjects and Geography, forced to study through distance learning during the second half of the semester. Students filled out a questionnaire focused on the perception and evaluation of the Google Classroom environment at the end of the semester. The students were divided into two groups, depending on whether they worked in the Google Classroom environment for the first time or not. The results were evaluated using the Wilcoxon rank-sum test and the semantic differential method. The results show students' positive attitudes toward this environment, even though some were working with it for the first time. The perception and identification of the strengths and weaknesses of learning environments are essential in their future use in creating curricula and analysis of possible further use in other subjects or situations. © 2022 by American Association of Geographers.

Analysis of factors influencing students' access to mathematics education in the form of MOOC

Restricting the movement of students because of COVID-19 requires expanding the offer of online education. Online education should reflect the principles of pedagogical constructivism to ensure the development of students' cognitive and social competencies. The paper describes the preparatory course of mathematics, realized in the form of MOOC. This course was created and implemented based on the principles of pedagogical constructivism. The analysis of the respondents' approach to MOOC revealed a difference between bachelor and master students in the use of MOOC. Bachelors found a strong correlation between their approach to MOOCs and the way they are educated in secondary schools. The results of the research point to the need of more emphasis should be placed on advancing the learner's skills in navigating and analysing information. The questionnaire filled in by the participants also monitored the students' access to learning. The results of the experiment confirmed the connection between the preferred approach to learning and students' activities within the MOOC. © 2020 by the authors.