Abstract
The pandemic related to COVID-19 has affected education particularly in terms of the massive shift towards online teaching and study. Students and teachers had to face new challenges they had not met before. The aim of the paper is to research how both, students and teachers perceive the online educational process, to identify advantages and disadvantages of online teaching, as well as to analyze and evaluate the quality of online teaching in comparison with the attendance form of education from both students’ and teachers’ perspective. In order to fulfill this purpose, we carried out two separate questionnaire surveys (among students and teachers at the Faculty of Economic Informatics at the University of Economics in Bratislava). Based on conclusions resulting from our research, we can affirm that both students and teachers prefer the attendance form of education rather than online teaching, students mainly because of need of socialization, personal contact with teachers and classmates, better and faster communication with teachers, and active class discussion. The attendance form of education eliminates technology related problems, such as outages of the Internet, electricity, missing technology equipment, and this form of education is performed on higher quality level in comparison with online education. Among the most frequently limitations of online education mentioned by teachers were anonymity of students, complexity of preparation of study materials, and cheating during exams and tests. There are also some advantages the online education offers, such as time savings, more effective, creative and flexible modern way of teaching, and recording lectures.
Highlights
The COVID-19 pandemic that first appeared in 2019 in Wuhan (Abdulamir and Hafidh, 2020; Ait Addi et al, 2020; Aljofan and Gaipov, 2020) had a negative impact on all subjects of economic and social life
Based on our two questionnaire surveys, the main aim of our research is to find out how both students and teachers perceive the online educational process, what are the advantages and disadvantages of online teaching, as well as to analyze and evaluate the quality of online teaching and quality of assessment methods in the online environment in comparison with the attendance form from both www.ijcrsee.com students’ and teachers’ perspective
We subjected this evaluation to a more wide-ranging analysis using the binomial logistic regression and marginal means analysis. For these analysis’ purposes respondents were divided into two groups, namely group of students considering educational process in the WT 20/21 to be at the higher level, and those who did not
Summary
The COVID-19 pandemic that first appeared in 2019 in Wuhan (Abdulamir and Hafidh, 2020; Ait Addi et al, 2020; Aljofan and Gaipov, 2020) had a negative impact on all subjects of economic and social life. Schools, boarders were closed, movement of persons was limited, and the economic and social life was attenuated. The same situation was in the Slovak Republic, where all schools including universities, remained closed. The University of Economics in Bratislava (hereafter referred to as “UEBA”), as well as other universities in the Slovak Republic, started the online education in the summer term of the academic year 2019/2020 in order to protect health and prevent the spread of the virus. In March 2020, The Statement of the University of Economics in Bratislava after the Crisis Staff meeting to the current situation related to the Corona Virus (2020) (hereafter referred to as “Statement of the UEBA”) was issued, which interrupted the education for the first, second and third stage of full-time and part-time study. The Measures of the Rector of the UEBA No 3 on the current situation (hereafter referred to as “measures of the Rector No 3”), the Updated measures of the Rector of the University of Economics in Bratislava No 4 on the current situation related to Coronavirus – March 12, 2020 (hereafter referred to as “updated measures of the Rector No 4”), and the Updated measures of the www.ijcrsee.com 203
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