No abstract

No abstract

As a consequence of the COVID-19 pandemic and measures to secure public health, many processes have moved to the online space. The educational process is not an exception. Our main goal, which is presented in this article, was to re-design the educational process from face-to-face to distance learning in the Mathematics 1 course at the Technical University of Košice. This article describes our approach to teaching, observations, and experience. This case study examines three factors: Firstly, the impact of distance education on overall assessments of students. Using descriptive statistics, the results of student evaluations were compared from the overall assessments for the last six academic years. It was found that distance learning does not affect excellent students and eliminates the number of students who do not pass. Secondly, the participation of students during online lessons, and thirdly, the use of electronic materials. The questionnaire survey and the data from the learning management system Moodle were used to examine the second and third factors. Descriptive statistics were used to describe the questionnaire survey data (frequencies, percentages and averages). An exploratory factor analysis was performed in order to assess the underlying key concepts regarding student evaluation of the teaching process. The exploratory factor analysis confirmed that this questionnaire followed the four key concepts.

In this paper we describe incremental algorithm for generalized one-sided concept lattices based on the Galois connections within Formal Concept Analysis (FCA) framework, which allows to analyse object-attribute models with different structures for truth values of attributes. Therefore, this method provide interesting opportunity for researcher or data analyzer to work with any type of attributes without the need for specific unified preprocessing. The result is that such algorithm can be very useful for any object-attribute models with nonhomogenous attributes types, what is quite typical in data mining or online analytical tools. Moreover, it allows to create same FCA-based output in form of concept lattice as in any other case with very precise definition of attribute values and their interpretation. Description of algorithm is extended with practical details regarding its implementation and illustrative example based on the real data from analysis of the secondary school learning process.

No abstract