GIS Distance Learning during the COVID-19 Pandemic (Students’ Perception)

Jana Vojteková,Anna Tirpáková,Michaela Žoncová,Matej Vojtek,Dalibor Gonda

doi:10.3390/su13084484

Abstract

The paper deals with distance learning of geographic information systems (GIS) at the Department of Geography and Regional Development FNS CPU in Nitra using various educational materials and the JitsiMeet application during the COVID-19 pandemic. Students of bachelor study had GIS lessons in face-to-face instruction in a computer room for half of a semester. In the middle of the semester, the COVID-19 pandemic broke out in Slovakia and the face-to-face instruction had to be reoriented to the distance form of learning. The first month of distance learning took place with the help of textbooks and video tutorials, which were sent to students. The task of the students that month was to study a new subject, then students were sent a questionnaire where they had to express their opinion on learning GIS using video tutorials and textbooks, but also indicate whether they had facilities for online learning (PC, audio and video outputs, Internet) as well as to express their views and experiences with online learning as such. Although after evaluating the questionnaire, up to 71% of students answered that they had learned a new subject from the video tutorials and 57% also from GIS textbooks, several percent of students were still unfit for this form of learning. That is why we went to lessons with the free JitsyMeet app, which allows for video conferencing, screen sharing, chat, and more. The aim of the paper is to point out the perception of distance GIS learning by university students during the COVID-19 pandemic.

Highlights

We live in a time when computers penetrate all areas of human life
The research was focused on the perception of geographic information systems (GIS) distance learning, as well as on the technical equipment of students, which was necessary for the learning
We found that up to 71% of students were comfortable with self-education using video tutorials, but only 57% used GIS textbooks for self-education

Summary

Introduction

The rapid development of computer and Internet technologies affects education and has resulted in many changes and reforms in education [1]. Modern technologies have changed both the role of the teacher and the role of the student in the educational process. The teacher becomes a facilitator of the learning process [2]. Mediatization has emerged as an important concept and theoretical framework for considering the interplay between media, culture, and society. The ambition of mediatization studies is to engage in cross-disciplinary work with, in particular, educational researchers and provide experience in processes of mediated communication. The mediatized stories project solves three partial tasks: (i) the difference in terms “mediation” and “mediatization” is theoretically described; (ii) the socio-cultural dynamics of mediatization in digital storytelling, i.e., when people shape and share their

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