Blended learning v českém vysokoškolském prostředí po pandemii Covid-19

Abstract

Purpose – The article is a research study that deals with the results of research on the use of blended learning in the Czech university education environment, not only with regard to teaching itself, but also with support services and applications in relation to blended learning, including in faculty and university libraries. The ongoing coronavirus pandemic and the restrictions associated with it have proven that blended learning may be used within the university education system. Design / methodology / approach – In order to map the use and support of blended learning at Czech universities and in relevant libraries, a quantitative online questionnaire survey (CAWI) was conducted in the second half of 2022, in which students (N = 4715), academics (N = 1424) and libraries from twenty Czech universities and research units (N = 56). Results – More than half of Czech university students still prefer full-time study, while another third prefer combined study (combination of full-time study and study in another form). Most academics are convinced that online teaching cannot completely replace traditional face-to-face teaching, however, after the experience of the coronavirus pandemic, they enrich it with other additional forms. Students and academics also largely prefer electronic information sources for study and research. As for the participating libraries, they offer both support for blended learning and courses directly based on its use. The limitation for further development is primarily the lack of spaces that could be used for blended learning. According to the majority of respondents, individual study rooms or rooms suitable for watching online classes, as well as relaxation zones for students and spaces for teamwork, would make the use of blended learning at Czech universities significantly easier and more pleasant. Originality / value – The paper summarizes the way blended learning is used in the Czech higher education environment, while confirming the importance of teaching in the form of blended learning. It also draws attention to possible obstacles and limits preventing the achievement of the full potential of this form of education at Czech universities.