Abstract:

Traditional education offers students and teachers a multitude of learning options. These options are related to direct contact between the two parties and access to school infrastructure. In the pandemic, it was found that this mode of education in extreme situations is not appropriate. The rapid transition from the traditional face-to-face system to online learning has led to problems related to: the infrastructure of schools and students as well as the degree of preparation of teachers for the use of appropriate tools for content creation. The paper presents an analysis of the transition from fully online learning, to blended learning and then to the return to traditional learning, in the case of students enrolled in an engineering course. The transition from the online to the blended system was made to allow students access to practical activities in laboratories during the pandemic. The return to the traditional system took place during the same semester, which led to a series of unexpected consequences. The students preferred to continue their activity on the University's Moodle platform, even if they were physically present in the practical activities - solving the tests and making the essays, the attendance at the courses changed and they preferred to take the exam on the platform. From the teacher's point of view, the materials for both physical and online activities were made and adapted, the blended learning model being more efficient.

Keywords:

e-learning, Moodle, blended learning.