Výukové metody v období omezení výuky v důsledku COVID-19
| Title in English | Teaching Methods in the Period of restrected Teaching due to COVID-19 |
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| Authors | |
| Year of publication | 2022 |
| Type | Conference abstract |
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| Citation | |
| Description | In 2020, the world was hit by the spread of COVID-19. As a result of the introduction of measures aimed at protecting the health of the population, the classical form of teaching was limited. Pupils were thus involved in the educational process from the home environment. The following year, the periods of classical and distance teaching also alternated. The situation and impacts of restrictions in the area of the educational process were continuously monitored by the Czech School Inspectorate (Pavlas, Pražáková et al., 2020; Pavlas, Zatloukal et al., 2020; Pavlas et al., 2021). Surveys of various research groups also provided interesting information (Brom et al., 2020; Švaříček et al., 2020). Although in mid-2022 the situation with COVID-19 diseases seems promising, and perhaps in schools there will be no need to re-approach the restriction of the classical form of teaching, it is appropriate to look back on the period of distance learning and use the knowledge gained in the future. The use of such knowledge may not be related in the future only to the repetition of the reduction of the educational process due to health threats, but also, for example, in connection with the increasing availability of the teaching process and its ability to actively involve pupils in teaching. This, in connection with the growing number of pupils who can be described as digital natives and the wider application of the concepts of connectivism in the school environment, can be seen as a significant contribution to pedagogical practice in schools. Although there are currently surveys of the effects of restrictions of the educational process available, we nevertheless consider it appropriate to return to this issue and continue to monitor the situation, as the view and retrospective evaluation of direct participants is changing over time. Therefore, a questionnaire survey was conducted on a sample of 162 respondents, who were students at selected secondary school with a economic focus on the field of Business Academy. Data collection took place in March 2022 in the form of an electronically completed questionnaire combining closed and open questions. Closed questions were evaluated by descriptive statistics and open questions were evaluated through a grouping of semantically similar answers. The obtained data are confronted with the findings of other surveys. The results of the survey indicate the readiness of pupils for distance learning in terms of household equipment and background (71% of responses). The low use of the webcam by pupils (3%) and teachers (41%) could be due to connection problems (86%). Own presentations (30%) and net transmission (27%) were used in distance learning. Teachers also used the applications (75%), although only occasionally (70%) to rarely (22%). There was room for questions (93%) and communication with the teacher was clear (85%). However, students had to spend more time learning (72%), which may be due to lack of time for assigned tasks (50%). Pupils evaluate the quality of teaching rather negatively (78%) and as a reason for tutoring (28%). Although they prefer the classic form of teaching (55%), due to direct contact with classmates (40%) and the teacher (23%), they would choose the option of a hybrid form of teaching – blended learning (58%). |
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