Comparison of the assessment of teaching components during distance and traditional learning – perspective of academic teachers and students. Questionnaire survey
Keywordsdistance learning, remote learning, covid-19, academic education
The Covid-19 pandemic forced students and academic teachers to start distance learning. Although both sides participated in the same process, its assessment from both sides may differ.
In our study, using a structured survey, academic teachers and students assessed on a 5-point Likert's scale (where 1 = greater in traditional education, 5 =definitely greater in remote education) the effectiveness of 6 key elements of learning such as: student's involvement (1), student's activity (2), contact with the lecturer (3), consistent manner of work (4), timeliness of tasks performed (5), quality of tasks performed (6) and adequacy of grades awarded (7) .
Most of the elements in both groups were assessed as more effective in traditional learning. The average score in the group of teachers in each of the elements was shifted towards greater effectiveness of traditional teaching. The greatest difference in grades between the two groups occurred in the scope of a student's involvement and activity. Students and teachers did not differ in the assessment of contact with the lecturer, although both groups indicated that it was greater in the case of traditional learning.
Lecturers and students differed in assessing the effectiveness of key features of learning during distance and traditional education. It is necessary to continuously adapt curricula in order to improve the overall assessment of the examined elements and to ensure that there are no differences between the two groups.
Polskiej Dziennik Ustaw Rzeczpospolitej. https://www.gov.pl/web/gsse-warszawa/odwolanie-na-obszarze-rzeczypospolitej-polskiej-stanu-epidemii. [Online]
Ritchie H. i inni. Coronavirus Pandemic (COVID-19). . https://ourworldindata.org/coronavirus. [Online] 2020.
Czuba B Mlodawski J, Kajdy A, Sys D, Cnota W, Mlodawska M, Kwiatkowski S, Guzik P, Wielgos M, Rybak-Krzyszkowska M, Fuchs A, Swiercz G, Borowski D. Implementation of the Publicly Funded Prenatal Screening Programme in Poland during the COVID-19 Pandemic. A Cross-Sectional Study. J Clin Med. 2022 Feb 27;11(5):1317. doi: 10.3390/jcm11051317. PMID: 35268408; PMCID: PMC8911175.
Barbu A Popescu MAM, Moiceanu G. Perspective of Teachers and Students towards the Education Process during COVID-19 in Romanian Universities. Int J Environ Res Public Health. 2022 Mar 14;19(6):3409. doi: 10.3390/ijerph19063409. PMID: 35329099; PMCID: PMC.
Hebebci Mustafa Tevfik, Bertiz Yasemin i Alan Selahattin. Investigation of Views of Students and Teachers on Distance Education Practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science, v4 n4 p267-282 Fall 2020.
Goodson I Moore S, Hargreaves A. Teacher Nostalgia and the Sustainability of Reform: The Generation and Degeneration of Teachers’ Missions, Memory, and Meaning. Educational Administration Quarterly. 2006;42(1):42-61. doi:10.1177/0013161X05278180.
Nazarenko Alla L. Blended Learning vs Traditional Learning: What Works? (A Case Study Research). Procedia - Social and Behavioral Sciences. Volume 200, 2015, Pages 77-82, ISSN 1877-0428, https://doi.org/10.1016/j.sbspro.2015.08.018.
Hamad Mona M. Blended Learning Outcome vs. Traditional Learning Outcome. International Journal on Studies in English Language and Literature (IJSELL) Volume 3, Issue 4, April 2015, PP 75-78. ISSN 2347-3126 (Print) & ISSN 2347-3134 (Online).
Milic N Masic S, Bjegovic-Mikanovic V, Trajkovic G, Marinkovic J, Milin-Lazovic J, Bukumiric Z, Savic M, Cirkovic A, Gajic M, Stanisavljevic D. Blended learning is an effective strategy for acquiring competence in public health biostatistics. Int J PubliHealth. 2018 Apr;63(3):421-428. doi: 10.1007/s00038-017-1039-5. Epub 2017 Oct 3. PMID: 28975369.
Akkoyunlu B. & Soylu, M. Y. (2006). A Study on Students’ Views On Blended Learning Environment . . Turkish Online Journal of Distance Education , 7 (3) , 43-56 . Retrieved from https://dergipark.org.tr/en/pub/tojde/issue/16925/176657.
McCutcheon K Lohan M, Traynor M, Martin D. A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. J Adv Nurs. 2015 Feb;71(2):255-70. doi: 10.1111/jan.12509. Epub 2014 Aug 19. PMID: 25134985.
Vallée A Blacher J, Cariou A, Sorbets E. Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis. J Med Internet Res 2020;22(8):e16504 URL: https://www.jmir.org/2020/8/e16504 DOI: 10.2196/16504.
Wang Y Yu R, Liu Y, Qian W. Students’ and Teachers’ Perspective on the Implementation of Online Medical Education in China: A Qualitative Study. . Adv Med Educ Pract. 2021;12:895-903.
How to Cite
Copyright (c) 2022 Jakub Mlodawski, Anna Swiercz, Marta Mlodawska, Aleksandra Piąta, Grzegorz Swiercz, Barbara Gawdzik
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The periodical offers access to content in the Open Access system under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0
Number of views and downloads: 217
Number of citations: 0