Abstract:

The University of Žilina in Žilina (UNIZA) is an educational institution that provides education notably in the field of technology, transport, management, etc. Education here, takes place at seven faculties. Until now, students have been enabled to learn by attending full-time, full time – individually in special cases or part-time. However, the measures of the Government of the Slovak Republic caused a change in the form of study from full - time to remote learning. So far only temporarily. In practice, this means that the studying takes place online. The form of e-learning, originally used by the University, system Moodle was not sufficient, as it had not provided sufficient tools to ensure teaching process. Therefore, it was necessary to introduce an additional means of teaching at UNIZA, enabling online communication in real time, to complement e-learning via Moodle. Students can thus obtain information similarly to full-time teaching. However, specific subjects that are not easy to be taught electronically, such as mathematics, physics and the like, appear to be problematic. From the teacher's point of view, sharing information has become more complicated, not only by the time spent preparing for teaching but also by preparing study materials, writing which in electronic format is sometimes more complicated and takes much more time (mathematical formulas, preparation and evaluation of dozens of materials from students, etc.) compared to the full-time form of study.

The Paper consists of a theoretical definition of selected terms, an explanation of the advantages and disadvantages of Moodle and MS Teams and an analysis of a survey conducted among UNIZA students at a selected faculty about their preferences regarding the form of education. The aim of the article is to find out students' preferences regarding the form of education and the means of teaching that are used for accomplishing it. The methodology is focused on the selection and analysis of results associated with the survey of student preferences. Finally, the results of the survey are evaluated, as well as the advantages and disadvantages of MS Teams and Moodle are stated. Subsequently, a recommendation is made regarding the remote learning.

Keywords:

e-learning, Moodle, MS Teams, remote learning.