Issues of Asynchronous Distance Learning in Computer Science

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17310%2F23%3AA2402K0F" target="_blank" >RIV/61988987:17310/23:A2402K0F - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/view/FOJTIK2023ISS" target="_blank" >https://library.iated.org/view/FOJTIK2023ISS</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/inted.2023.0572" target="_blank" >10.21125/inted.2023.0572</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Issues of Asynchronous Distance Learning in Computer Science

Popis výsledku v původním jazyce

Distance and blended education allow study even when full-time teaching is difficult or impossible. Many educational institutions have had to adapt their educational delivery formats, especially during the COVID-19 pandemic. Distance and blended formats are also increasingly important in tertiary education. Long-term observations made at our university show that the results of students in distance education are worse than those in full-time education. Therefore, looking for new approaches to improve distance and face-to-face education is necessary. This paper describes the research results that compare student success rates in face-to-face, synchronous, and asynchronous distance learning. The aim was to determine whether these formats significantly affect success in education. The research was conducted among computer science students in bachelor's and master's degree programs. From the statistical results, it is clear that asynchronous learning is the most difficult for students and their learning outcomes are worse than those of full-time and synchronous distance learning. The reasons for the poorer results include, for example, higher demands on students' motivation, the need to manage the independent organization of study, and more difficult communication between the participants in the course. The most significant differences are among first-year undergraduate students. This paper describes appropriate tools and methods for improving the quality of asynchronous distance learning.

Název v anglickém jazyce

Issues of Asynchronous Distance Learning in Computer Science

Popis výsledku anglicky

Distance and blended education allow study even when full-time teaching is difficult or impossible. Many educational institutions have had to adapt their educational delivery formats, especially during the COVID-19 pandemic. Distance and blended formats are also increasingly important in tertiary education. Long-term observations made at our university show that the results of students in distance education are worse than those in full-time education. Therefore, looking for new approaches to improve distance and face-to-face education is necessary. This paper describes the research results that compare student success rates in face-to-face, synchronous, and asynchronous distance learning. The aim was to determine whether these formats significantly affect success in education. The research was conducted among computer science students in bachelor's and master's degree programs. From the statistical results, it is clear that asynchronous learning is the most difficult for students and their learning outcomes are worse than those of full-time and synchronous distance learning. The reasons for the poorer results include, for example, higher demands on students' motivation, the need to manage the independent organization of study, and more difficult communication between the participants in the course. The most significant differences are among first-year undergraduate students. This paper describes appropriate tools and methods for improving the quality of asynchronous distance learning.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název statě ve sborníku

INTED2023 Proceedings

ISBN

978-84-09-49026-4

ISSN

—

e-ISSN

2340-1079

Počet stran výsledku

8

Strana od-do

2066-2073

Název nakladatele

IATED

Místo vydání

Valencia, Spain

Místo konání akce

Valencia, Spain

Datum konání akce

6. 3. 2023

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—