Abstract:

In this paper the authors are willing to present the results of observations in the distance learning during the COVID-19 pandemic. Four main issues will be discussed:
(1) difference in student’s readiness to take part in additional activities, e.g. performing additional tasks for a better grade;
(2) observations on differences in the engagement in case of the whole student group and single students, by existence of emerged leaders and proactivity;
(3) students’ usage and comments of blended learning models, e.g. pre recorded videos and access to recordings of previously conducted classes at later time.
(4) the problem of “séances” will be discussed, the situation where students are completely inactive, not using voice channels at all - so the teachers have no idea how the class reacts to their actions, if there is some problem with the remote learning infrastructure, or if the silence signifies consent.

The study is based on the remotely taught computer science classes, realized both in early and late 2020, thus allowing to show the difference between the starting phase of the pandemic and later months. The paper consists of statistics of students’ grades and activity obtained via automated means, e.g. logs from the remote learning systems (Moodle platform and others), but also on questionnaires answered by both teachers and students. In total, more than 5 different classes of different types (lectures, hands-on labs) and over 100 students have been taken into analysis.

Keywords:

Blended learning, remote learning, students engagement, Moodle.