Abstract
Face-to-face education has changed to blended or distance teaching due to the COVID-19 pandemic. Since education took a digital format, it can be investigated when course materials are accessed relative to online exams: are they opened before exams or during them? Therefore, four subjects were chosen for investigation at the University of Pannonia: one theoretical, one practical, and two that are both theoretical and practical were selected. Two groups of non-repeater 2nd-semester students and two groups of non-repeater 5th-semester students attended these classes. Slides were uploaded to the university’s Moodle system, while videos were uploaded to YouTube. Their analytics were used for the investigation. The analyses were conducted in five groups of days relative to the exam day. According to the results, students studied throughout the semester for the normal exam in most cases, while they studied a day before the supplementary one. For cheating, the 2nd-semester students used significantly more slides, while 5th-semester students used significantly more videos. Even with cheating, the students in their 2nd semester received significantly worse marks by 26.06% than those who were in their 5th semester.
Highlights
The COVID-19 pandemic has greatly impacted our lives, and as a result, a digital format was used by most universities
It was possible to investigate when course materials are accessed relative to exams using Moodle and YouTube analytics
Based on the results presented in this study, students studied throughout the semester for the normal exam in most cases, while they studied a day before the supplementary one
Summary
The COVID-19 pandemic has greatly impacted our lives, and as a result, a digital format was (and is still) used by most universities. According to the previous survey, classroom teaching was replaced by online teaching and learning in African, American, Asia–Pacific, and European regions by 29%, 72%, 60%, and 85%, respectively. According to the results presented in [10], the lack of interactions with teachers and classmates was a major hindrance during online learning. As presented in a survey [11], students preferred face-to-face education because 88% of them considered it effective. Online and hybrid types of education were only considered effective by 7% and 44%, respectively. Hybrid or blended types of education were preferred by educators [12]. Aboagye et al concluded that blended learning should have ushered learners to complete online learning [13]
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