Identification Elements Symmetry in Teaching Informatics in Czech Secondary School during the Covid-19 Outbreak from the Perspective of Students

Abstract

This article describes the research results aimed at distance education during the Covid-19 pandemic and closing schools and its symmetry with the classical state in terms of time, difficulty, and the mental and physical condition of students. An important aspect is therefore to maintain the symmetry of attitudes to teaching in face-to-face form and distance form. In terms of the eight-year gymnasium in the Czech Republic, students’ attitudes to the teaching subject informatics were investigated. The main research questions in our study dealt with whether students felt equally balanced regarding the amount of tasks and time taken for home preparation during the Covid-19 outbreak compared with the time before the quarantine and their condition (both mental and physical) during the Covid-19 outbreak. The research was conducted using an anonymous questionnaire, which was answered by 110 out of 180 students. According to the results, it is evident that students felt that during the distance education, there are more tasks compared to face-to-face ones. Students also claimed to spend more time learning at distance education than at school. On the other hand, they agreed that the self-education schedule is suitable for them. In terms of the questionnaire, their condition (both mental and physical) was also evaluated, which was slightly above the average.

Pre-Service Teachers’ Perceptions of the Effectiveness of Microsoft Teams for Remote Learning

“…Research results confirm that the functionalities of digital tools for teaching and learning also include uniqueness, attractiveness, ease of use, user-friendliness, visuality and access to digital information (Taghizadeh & Hajhosseini, 2020). Microsoft Teams is unique and intuitive, yet similar to other virtual learning platforms, because it appeals to students and can be accessed using different technical devices such as a computer or tablet or mobile phones (Nemec et al 2020). Evidence on the ease of use and user-friendliness of online learning suggests that learners can listen to audios and video files of online lectures and materials several times and review them to understand a topic better (Taghizadeh & Hajhosseini, 2020).…”

“…With regard to Microsoft Teams, its interactive learning environment is associated with enabling possibilities for group work, discussion developing soft skills and dealing with assignments (Janes & Carter, 2020). Microsoft Teams is arguably an interactive tool because of its features, for instance audio, video, chat and content sharing, which allow students to do their homework assignments, quizzes, group projects, and record lectures with ease (Nemec, Berkova, & Hubalovsky, 2020). Empirical evidence suggests that student-content interaction can influence learner satisfaction with the virtual learning environment (Taghizadeh & Hajhosseini, 2020).…”

“…An academic article has labelled Microsoft Teams as an open virtual platforms appropriate for face-to-face, hybrid, and online learning, which allows real-time social and instructional interaction and collaboration (Poston, Apostel & Richardson, 2020). It is claimed to support synchronous and asynchronous learning and allow teachers to create an online class (Class team) so that students and teachers can communicate and collaborate (Nemec et al, 2020). Research shows that Microsoft Teams not only facilitates communication but can improve communication between students and teachers and enhances collaboration between students within an online community (McVey, Edmond & Montgomery, 2019).…”

Trend of distance education research in the covid-19 period: A bibliometric and content analysis

“…During this period, academic studies in education generally focused on distance education activities during the pandemic process (Aristovnik et al, 2020). When the literature is examined, Covid applications in different education levels (Adom, 2020;Fiş Erümit, 2021;Nemec et al, 2020;Zamfir, 2020), teacher and student experiences (Chertakova et al, 2020;Elizabeth Noor Coutts et al, 2020;Yavuz et al, 2020;Kim, 2020), success, perception and attitude regarding the process (Gonçalves et al, 2020;Giovannella et al, 2020;Hamann et al, 2020;Wang et al, 2020) Studies for its identification (Bozkurt, 2020;Hodges et al, 2020;Samson, 2020) are encountered.…”

Management and the Promotion of Educational Quality During the Health Emergency

“…The closure of schools also caused stressful situations in students (Fendi et al, 2021); however, for Díaz-Barriga and Barrón-Tirado (2020), this juncture had positive aspects such as the inclusion of new educational environments and implementing innovations. In this regard, Nemec et al (2020) studied the attitude of students in the Czech Republic in this context; they were able to manage their time properly, which in the future could be taken to face-to-face classes; while for Manzano-Sánchez et al (2021), in Spain, 70% of students expressed dissatisfaction with the new form of education, so that the adaptation to this system was not very enthusiastic; in addition, the use of digital resources should also be extended to families in order to help their children. Due to the above, it is inevitable to deny the difficulties faced by education; for this reason, the directive management will have a leading role; it is important to expose some definitions for this study.…”