RESUMEN
As a consequence of the COVID-19 pandemic and measures to secure public health, many processes have moved to the online space. The educational process is not an exception. Our main goal, which is presented in this article, was to re-design the educational process from face-to-face to distance learning in the Mathematics 1 course at the Technical University of Kosice. This article describes our approach to teaching, observations, and experience. This case study examines three factors: Firstly, the impact of distance education on overall assessments of students. Using descriptive statistics, the results of student evaluations were compared from the overall assessments for the last six academic years. It was found that distance learning does not affect excellent students and eliminates the number of students who do not pass. Secondly, the participation of students during online lessons, and thirdly, the use of electronic materials. The questionnaire survey and the data from the learning management system Moodle were used to examine the second and third factors. Descriptive statistics were used to describe the questionnaire survey data (frequencies, percentages and averages). An exploratory factor analysis was performed in order to assess the underlying key concepts regarding student evaluation of the teaching process. The exploratory factor analysis confirmed that this questionnaire followed the four key concepts. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
RESUMEN
A new approach to dividing the mathematical content into partial modules is presented. This allows to compose subjects with mathematical content from such partial modules and flexibly adapt these subjects to the needs of specific study programs at technical universities. The consistent and systematic implementation of this approach in a typical learning management system is described in detail. This approach means significant changes in the massive (or bulk) delivery of knowledge using available information technologies. The main benefits of the presented system consist in the increase the resulting level of knowledge of students along with their satisfaction with the results and the form of their study. The most important changes arising from our approach are the following. First, the study process became distributed in space and in time. Second, it can be piecewise continuous in time, and, since all students can study at their own pace, it runs in multiple individual time scales. The most important change, however, is the shift of the paradigm the educational process from transmissive “teach–learn” to active “study”.
RESUMEN
As a consequence of the COVID-19 pandemic and measures to secure public health, many processes have moved to the online space. The educational process is not an exception. Our main goal, which is presented in this article, was to re-design the educational process from face-to-face to distance learning in the Mathematics 1 course at the Technical University of Košice. This article describes our approach to teaching, observations, and experience. This case study examines three factors: Firstly, the impact of distance education on overall assessments of students. Using descriptive statistics, the results of student evaluations were compared from the overall assessments for the last six academic years. It was found that distance learning does not affect excellent students and eliminates the number of students who do not pass. Secondly, the participation of students during online lessons, and thirdly, the use of electronic materials. The questionnaire survey and the data from the learning management system Moodle were used to examine the second and third factors. Descriptive statistics were used to describe the questionnaire survey data (frequencies, percentages and averages). An exploratory factor analysis was performed in order to assess the underlying key concepts regarding student evaluation of the teaching process. The exploratory factor analysis confirmed that this questionnaire followed the four key concepts.