E-learning in the Time of COVID-19
Scientific Editor Eugenia Smyrnova-Trybulska
“E-learning”, 13, Katowice–Cieszyn 2021, pp. 114–124
THE IMPACT OF ONLINE EDUCATION ON THE STUDENT’S SUCCESS IN THE COURSE “TEACHING GEOMETRY IN PRIMARY EDUCATION”
Katarína Žilková 1 & Alexandra Kondeková 2
1 Comenius University in Bratislava Račianska 59, 813 34 Bratislava, Slovakia, firstname.lastname@example.org, ORCID 0000-0002-7561-7385
2 Masaryk University in Brno Žerotínovo nám. 617/9, 601 77 Brno, Czech Republic, email@example.com, ORCID 0000-0003-0397-1462
Abstract: During the COVID-19 pandemic (since March 2020) the Faculty of Educa- tion at Comenius University in Bratislava immediately switched to distance learning. A part of the university online education was e-testing using the Moodle system. Lecturers had to change their standard approaches, including the introduction of online testing to their teaching. We were interested in the effect of online learning and e-testing on the level of students’ knowledge gained in the course “Teaching geometry in primary education”. The goal of the study was to investigate the im- pact of e-learning on knowledge of students of preprimary and primary education. We analyzed the students’ results between 2018 and 2021 to compare the traditional teaching and testing in the paper-pencil-compass and ruler form (standard group of students) with the online form of teaching and testing (COVID group of students). Statistical methods of quantitative research were used to analyze the data separately for full-time and part-time students. The statistical analysis showed that there are no differences between the distributions of the percentage scores of standard and COVID group of full-time students. The same result was obtained for the distribu- tions of percentage scores for standard and COVID group of part-time students. Hence, the online form of teaching and testing was equivalent to the in-person form. In addition to the percentage score of students, it is also necessary to investigate other determinants of online education and their impact on the preparation of future primary education teachers.
Keywords: online education, distance learning, online testing, preservice primary teachers.
CIT UK (2021). Vyhodnotenie prieskumu o dištančnej výučbe v ZS 2020/2021/ pedagógovia [Evaluation of the survey on distance education in WS 2020/2021 – teachers]. Bratislava: Comenius University. Retrieved from https://uniba.sk/fileadmin/ruk/cit/e-learning/Vy- hodnotenie_prieskumu_ZS_2020-21_ucitelia.pdf.
CIT UK (2021). Vyhodnotenie prieskumu o dištančnej výučbe v ZS 2020/2021/ študenti [Evaluation of the survey on distance education in WS 2020/2021 – students]. Bratislava: Comenius University. Retrieved from https://uniba.sk/fileadmin/ruk/cit/e-learning/ Vyhodnotenie_prieskumu_ZS_20-21_studenti.pdf.
G o p a l, R., S i n g h, V., & A g g a r w a l, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID-19. Education and Information Technologies, 26. https://doi.org/10.1007/s10639-021-10523-1.
C h a k r a b o r t y, P., M i t t a l, P., G u p t a, M.S., Ya d a v, S., & A r o r a, A. (2021). Opinion of students on online education during the COVID-19 pandemic. Human Behavior and Emerging Technologies, 3(3), 357–365. https://doi.org/10.1002/hbe2.240.
C h i u, T h o m a s, K.F. (2021). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Re- search on Technology in Education. https://doi.org/10.1080/15391523.2021.189199.
K u r u c, M., et al. (2020). Sebaregulácia učenia sa študentov predprimárneho a primárneho vzdelávania. [Self-regulation of learning of pre-primary and primary education students.] Bratislava: Comenius University. ISBN 978-80-223-4996-3.
M o a w a d, R.A. (2020). Online Learning during the COVID-19 Pandemic and Academic Stress in University Students. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1Sup2), 100–107. https://doi.org/10.18662/rrem/12.1sup2/252.
O b a i d, A.H. & A l – H u s s e i n i, K.A.O. (2019). Study the Impact of Electronic Tests Using Moodle Program on Student Achievement. Retrieved from https://www.researchgate. net/publication/336720948_Study_the_Impact_of_Electronic_Tests_Using_Moodle_ Program_on_Student_Achievement.
O p r o i u, C. (2014). A Study about Using E-learning Platform (Moodle) in University Teach- ing Process, Procedia – Social and Behavioral Sciences, 180 (pp. 426–432). https://doi.org/ 10.1016/j.sbspro.2015.02.140.
P o k o r n ý, M. (2021). E-learning in manipulative geometry teaching. Accepted on The 17th International Scientific Conference eLearning and Software for Education. Bucharest, April 22–23, 2021. https://doi.org/10.12753/2066-026X-21-000.
P o k o r n ý, M. (2021). Video Lessons and E-learning Can Overcome Ban of Face-to-face Lessons in Teaching Mathematics. 2021 International Symposium on Educational Tech- nology (ISET), pp. 44–47. https://doi.org/10.1109/ISET52350.2021.00019.
S p i t z e r, M.W.H. & M u s s l i c k, S. (2021). Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the COVID-19 pandemic. PLOS ONE 16(8): e0255629. https://doi.org/10.1371/ journal.pone.0255629.
Y a d a v, A.K. (2021). Impact of Online Teaching on Students’ Education and Health in India during the Pandemic of COVID-19”, Coronaviruses 2021, 2(4). https://doi.org/10.2174/26 66796701999201005212801.
Ž i l k o v á, K. & Ž i l k o v á, V. (2021). Perception of elementary geometry e-test from the perspective of future preservice primary teachers: a qualitative study. International Sym- posium Elementary Mathematics Teaching SEMT 2021. Prague: Charles University. ISBN 978-80-7603-260-6.