What we know after the pandemic. Online and face-to-face testing in comparative perspective

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dc.contributor.authorStradiotova, Eva
dc.contributor.authorNemethova, Ildiko
dc.contributor.authorStefancik, Radoslav
dc.date.accessioned2023-07-17T07:31:09Z
dc.date.available2023-07-17T07:31:09Z
dc.date.issued2022
dc.description.abstractThe article aims to find out the impact of online education on on-site education by analyzing the results achieved by the respondents in the tests. We used descriptive statistical methods to analyze the data. The reason was that such methods allow us to better understand the correlation between the results obtained in traditional testing and online testing. The research was conducted in the summer semester of the academic years 2020/2021 and 2021/2022. 2508 students of the University of Economics in Bratislava participated in the research. The respondents were first-year Bachelor's degree students at the University of Economics in Bratislava whose first foreign language was professional English. When analyzing the data we took into For account the test results, the number of students who did not take the test, the number of students who had to retake the test, and the number of students who did not take the test. The results confirmed that students who took the test in the home environment performed significantly better than students who took the test in person at the university. The results of on-site education were influenced by the online learning process. As students adapted to the online environment, they changed their study habits, which had a negative impact on learning. This negative impact was also reflected in the results of the on-site testing. The solution to this situation is to better prepare teachers for online learning and to ensure that schools are equipped with the latest technology.uk
dc.format.pagerangePp. 4-21uk
dc.identifier.citationStradiotova, E. What we know after the pandemic. Online and face-to-face testing in comparative perspective / Eva Stradiotova, Ildiko Nemethova, Radoslav Stefancik // Advanced education. – 2022. – Iss. 21. – Pp. 4-21. – Bibliogr.: 46 ref.uk
dc.identifier.doihttps://doi.org/10.20535/2410-8286.270182
dc.identifier.issn2409-3351 (Print)
dc.identifier.issn2410-8286 (Online)
dc.identifier.orcid0000-0002-3003-2850uk
dc.identifier.orcid0000-0001-7041-1786uk
dc.identifier.orcid0000-0001-6042-2668uk
dc.identifier.urihttps://ela.kpi.ua/handle/123456789/58127
dc.language.isoenuk
dc.publisherIgor Sikorsky Kyiv Polytechnic Instituteuk
dc.publisher.placeKyivuk
dc.relation.ispartofAdvanced education: збірник наукових праць, Вип. 21uk
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectpandemicuk
dc.subjecte-testuk
dc.subjectMoodleuk
dc.subjectformative assessmentuk
dc.subjectsummative assessmentuk
dc.subjectonlineuk
dc.subjecton-siteuk
dc.titleWhat we know after the pandemic. Online and face-to-face testing in comparative perspectiveuk
dc.typeArticleuk

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Advanced education: збірник наукових праць, Вип. 21