Support for asynchronous distance learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F47813059%3A19520%2F24%3AA0000468" target="_blank" >RIV/47813059:19520/24:A0000468 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/61988987:17310/24:A25037VB

Výsledek na webu

<a href="http://dx.doi.org/10.21125/inted.2024.1189" target="_blank" >http://dx.doi.org/10.21125/inted.2024.1189</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/inted.2024.1189" target="_blank" >10.21125/inted.2024.1189</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Support for asynchronous distance learning

Popis výsledku v původním jazyce

Distance learning brings new opportunities, advantages and ways of learning. At the same time, it has been shown that distance learning, especially its asynchronous form, causes difficulties for educational participants. Many years of practical experience with asynchronous distance learning show that students in this form of education achieve significantly worse results than students in synchronous distance learning or full-time learning. This paper compares the learning outcomes of undergraduate students in asynchronous and synchronous distance learning and full-time computer science. It shows the need for conditions and tools to support asynchronous distance learning. The results of comparing the success rates of students in different forms of study show that more is needed to provide students with teaching materials, video recordings of lectures, practical examples, etc.. It seems appropriate to increase the number of synchronous tutorials to improve the success rate of asynchronous distance learners. Due to the nature of distance learning, this will naturally take the form of online tutorials and consultations. The results of the case study and the experiment show that students who participated in synchronous online tutorials performed better in completing independent work than students who did not participate in synchronous online tutorials. Unstructured interviews were also conducted with students, which showed that the students most valued the video recordings of the face-to-face lectures, the multimedia learning materials, the solved practical examples, and especially the synchronous communication with tutors and other students.

Název v anglickém jazyce

Support for asynchronous distance learning

Popis výsledku anglicky

Distance learning brings new opportunities, advantages and ways of learning. At the same time, it has been shown that distance learning, especially its asynchronous form, causes difficulties for educational participants. Many years of practical experience with asynchronous distance learning show that students in this form of education achieve significantly worse results than students in synchronous distance learning or full-time learning. This paper compares the learning outcomes of undergraduate students in asynchronous and synchronous distance learning and full-time computer science. It shows the need for conditions and tools to support asynchronous distance learning. The results of comparing the success rates of students in different forms of study show that more is needed to provide students with teaching materials, video recordings of lectures, practical examples, etc.. It seems appropriate to increase the number of synchronous tutorials to improve the success rate of asynchronous distance learners. Due to the nature of distance learning, this will naturally take the form of online tutorials and consultations. The results of the case study and the experiment show that students who participated in synchronous online tutorials performed better in completing independent work than students who did not participate in synchronous online tutorials. Unstructured interviews were also conducted with students, which showed that the students most valued the video recordings of the face-to-face lectures, the multimedia learning materials, the solved practical examples, and especially the synchronous communication with tutors and other students.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

INTED Proceedings

ISBN

9788409592159

ISSN

2340-1079

e-ISSN

—

Počet stran výsledku

6

Strana od-do

4590-4595

Název nakladatele

IATED Academy

Místo vydání

Valencie

Místo konání akce

Valencie

Datum konání akce

4. 3. 2024

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

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