Abstract:

At the Faculty of Computer Science of the Polish-Japanese Academy of Information Technology, first- and second-cycle IT studies are conducted in three modes: full-time, part-time and part-time studies using distance learning methods and internet techniques. The third mode of studies have been conducted at our Academy for many years and we constantly analyzed their effectiveness in order to find better educational outcomes. It turns out that online techniques during the pandemic contributed significantly impact to the modification of distance learning education. In previous paper we presented the e-learning environment that is the basis for internet studies at PJATK, the results of surveys and students' opinions on the classes conducted in this mode of studies, and we compared the effectiveness and level of studying in the internet mode with traditional modes studies: full-time and part-time.

Due to the pandemic in 2020, traditional full-time and part-time studies, usually conducted stationary in the Academy, transitioned to a synchronous remote teaching mode. The next semesters were conducted in this mode. Our Academy, offering online studies and using various information technology tools also during full-time studies, was better prepared than many other universities to immediately transfer all classes at the Academy to remote mode.

In the first part of this paper, we check the impact of this change on the effectiveness of studying during the pandemic. The most difficult element turned out to be conducting tests and exams remotely. In this work, we present the problems we faced and the solutions we tried in practice, we offer interesting methods of authorizing tests and exams, thanks to which we can expect independent work.

In the second part of this paper, we describe the most important experiences gained from conducting classes remotely during the pandemic. These experiences helped us improve the use of educational technologies in classes conducted after the pandemic, and also provided us with tips on how to efficiently introduce the remote mode in the event of a future state of emergency such as a pandemic.

In the third part of the paper, we present the changes introduced to the organization of student education after the pandemic. It turns out that the methodology of online teaching during the pandemic had a very significant impact not only on e-learning training, but also on other forms of study. The most important is increasing the number of hours in the full-time and part-time study program for online classes supplementing the basic study program, increasing the emphasis on the preparation of audio-video materials, developing the analysis of student progress, developing tools enabling automation and personalization of education. This makes studies more effective.

Keywords:

e-learning, online study, pandemic, distance learning techniques.