Predictors of the Effectiveness of Different Approaches to Pandemic Distance Learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F22%3A43966796" target="_blank" >RIV/49777513:23420/22:43966796 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.mdpi.com/2227-7102/12/9/605" target="_blank" >https://www.mdpi.com/2227-7102/12/9/605</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/educsci12090605" target="_blank" >10.3390/educsci12090605</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Predictors of the Effectiveness of Different Approaches to Pandemic Distance Learning

Popis výsledku v původním jazyce

Significant attention has been devoted to the forced switch to distance learning as a result of the COVID-19 pandemic. However, some aspects of this issue that are very important for practice are still understudied. The aim of this study is to describe the development of an online-available screening tool which could help the teachers to identify the students at risk of lowered effectiveness during the distance learning and also to select an appropriate teaching approach for the given class. A complex survey involving 35 teachers of Czech language, German language, Mathematics, Physics and Geography, and more than 1400 of their students from 70 classes, was carried out. In the first step, we identified which out of the more than 100 potentially relevant variables have predictive value for the effectiveness of distance learning. Subsequently, a series of multilinear regression models enabling to quantify the impact of the individual variables on effectiveness and perceived usefulness of distance learning were developed. Moderation analysis was also used to model how suitable synchronous and asynchronous activities based on active learning are for classes with different characteristics. Based on the results of the models, a simple screening tool helping teachers to tailor their approach and strategy is being developed.

Název v anglickém jazyce

Predictors of the Effectiveness of Different Approaches to Pandemic Distance Learning

Popis výsledku anglicky

Significant attention has been devoted to the forced switch to distance learning as a result of the COVID-19 pandemic. However, some aspects of this issue that are very important for practice are still understudied. The aim of this study is to describe the development of an online-available screening tool which could help the teachers to identify the students at risk of lowered effectiveness during the distance learning and also to select an appropriate teaching approach for the given class. A complex survey involving 35 teachers of Czech language, German language, Mathematics, Physics and Geography, and more than 1400 of their students from 70 classes, was carried out. In the first step, we identified which out of the more than 100 potentially relevant variables have predictive value for the effectiveness of distance learning. Subsequently, a series of multilinear regression models enabling to quantify the impact of the individual variables on effectiveness and perceived usefulness of distance learning were developed. Moderation analysis was also used to model how suitable synchronous and asynchronous activities based on active learning are for classes with different characteristics. Based on the results of the models, a simple screening tool helping teachers to tailor their approach and strategy is being developed.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

<a href="/cs/project/TL04000147" target="_blank" >TL04000147: Vývoj screeningového nástroje umožňujícího identifikovat žáky ohrožené sníženou efektivitou distanční výuky</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

Education sciences

ISSN

2227-7102

e-ISSN

2227-7102

Svazek periodika

12

Číslo periodika v rámci svazku

9

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

16

Strana od-do

nestrankovano

Kód UT WoS článku

000856287300001

EID výsledku v databázi Scopus

2-s2.0-85138699368