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WHAT WE KNOW AFTER THE PANDEMIC. ONLINE AND FACE-TO-FACE TESTING IN COMPARATIVE PERSPECTIVE

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Bibliographic Details
Title: WHAT WE KNOW AFTER THE PANDEMIC. ONLINE AND FACE-TO-FACE TESTING IN COMPARATIVE PERSPECTIVE
Authors: Eva Stradiotová, Ildiko Némethová, Radoslav Štefančík
Source: Novìtnâ Osvìta, Vol 9, Iss 21 (2022)
Publisher Information: National Technical University of Ukraine "Kyiv Polytechnic Institute", 2022.
Publication Year: 2022
Collection: LCC:Education
Subject Terms: pandemic, e-test, Moodle, formative assessment, summative assessment, online, Education
Description: The article aims to find out the impact of online education on on-site education by analysing the results achieved by the respondents in the tests. We used descriptive statistical methods to analyze the data. The reason was that such methods allow us to better understand the correlation between the results obtained in traditional testing and online testing. The research was conducted in the summer semester of the academic years 2020/2021 and 2021/2022. 2508 students of the University of Economics in Bratislava participated in the research. The respondents were first-year Bachelor's degree students at the University of Economics in Bratislava whose first foreign language was professional English. When analyzing the data we took into account the test results, the number of students who did not take the test, the number of students who had to retake the test, and the number of students who did not take the test. The results confirmed that students who took the test in the home environment performed significantly better than students who took the test in person at the university. The results of on-site education were influenced by the online learning process. As students adapted to the online environment, they changed their study habits, which had a negative impact on learning. This negative impact was also reflected in the results of the on-site testing. The solution to this situation is to better prepare teachers for online learning and to ensure that schools are equipped with the latest technology.
Document Type: article
File Description: electronic resource
Language: English
ISSN: 2409-3351
2410-8286
Relation: https://ae.fl.kpi.ua/article/view/270182; https://doaj.org/toc/2409-3351; https://doaj.org/toc/2410-8286
DOI: 10.20535/2410-8286.270182
Access URL: https://doaj.org/article/e4b1ada7e38a4cf8b61d6d34f65e28e3
Accession Number: edsdoj.4b1ada7e38a4cf8b61d6d34f65e28e3
Database: Directory of Open Access Journals
Description
Abstract:The article aims to find out the impact of online education on on-site education by analysing the results achieved by the respondents in the tests. We used descriptive statistical methods to analyze the data. The reason was that such methods allow us to better understand the correlation between the results obtained in traditional testing and online testing. The research was conducted in the summer semester of the academic years 2020/2021 and 2021/2022. 2508 students of the University of Economics in Bratislava participated in the research. The respondents were first-year Bachelor's degree students at the University of Economics in Bratislava whose first foreign language was professional English. When analyzing the data we took into account the test results, the number of students who did not take the test, the number of students who had to retake the test, and the number of students who did not take the test. The results confirmed that students who took the test in the home environment performed significantly better than students who took the test in person at the university. The results of on-site education were influenced by the online learning process. As students adapted to the online environment, they changed their study habits, which had a negative impact on learning. This negative impact was also reflected in the results of the on-site testing. The solution to this situation is to better prepare teachers for online learning and to ensure that schools are equipped with the latest technology.
ISSN:24093351
24108286
DOI:10.20535/2410-8286.270182