University of Zilina (SLOVAKIA)
About this paper:
Appears in: INTED2022 Proceedings
Publication year: 2022
Pages: 7160-7167
ISBN: 978-84-09-37758-9
ISSN: 2340-1079
doi: 10.21125/inted.2022.1815
Conference name: 16th International Technology, Education and Development Conference
Dates: 7-8 March, 2022
Location: Online Conference
In 2020, the covid-19 pandemic hit the world, and it persisted throughout 2021. In 2021, the world had to face several waves of the pandemic. The pandemic affected all areas of people's daily lives. Education, which still faces great challenges, is no exception. All schools, together with universities, had to switch from full-time to distance learning in a short time. However, many schools were unprepared for such situation. Students, together with teachers, had to improve their digital skills, as all activities needed to be done online. Part of distance learning is also the need to have technical equipment that allow this form of education. At the beginning of the pandemic, a number of obstacles arose in connection with these aspects. Various researches have been carried out, from the point of view of teachers and students, on how they manage this difficult situation. The aim of the article is to compare how individual aspects of distance education have improved since its forced start in the academic year 2020 compared to the academic year 2021. This aim will be achieved by carrying out primary research focused on students at a selected university in Slovakia. The results will serve as a basis for further improving the education system and point to remaining obstacles. These obstacles need to be removed as soon as possible, as there is an indication that online learning will be an integral part of the school system. Positive aspects need to be developed and simultaneously, negative aspects need to be eliminated, otherwise schools and universities will not be prepared and competitive in the market.
Online learning, distance learning, students, digital skills.