Abstract:

During last almost two years all universities all around the world were confronted with the remote learning. Thus all teachers had to switch to on-line mode and prepared in a very short time all their materials into an electronic form. It was a big challenge for teachers as well as students.

In this article, we focus on the course of Mathematics for Economics (MFE) at the Prague University of Economics and Business in the Czech Republic. We present how we changed the teaching methods from face-to-face to remote teaching. We compare the on-line tools and programs which were possible to use and which we found out more useful.

Then we deal with the examinations methods during the face-to-face and on-line periods. And we draw a comparison of the results of students. We try to find out if there are some differences betweens scores during the on-line and face-to-face learning. We compare the results of more than 1000 students.

In the article, we test some hypotheses, for example:
H0: There are not any statistical significant differences between grades of students of MFE during face-to-face and on-line periods.
Using the two-sampe t-test, the hypothesis H0 is rejected at significance level 0.05. Thus, there were statistical significant differences.

In addition, we test the following hypothesis using Chi-square test of independence. We calculated with a contingency table with the dimension 2x2, where we would calculate the strength of association with the coefficient of association. We did the analyses with the significance level 5%.
H0: The success rate of students of MFE does not depend on the type of learning (FTF or online).

At the beginning of the on-line period, we were scared if the online learning would be suitable for students. From above implies that despite the concern, students´ success rate did not get worse. We confirmed that during the online teaching period students were more successful. The other positive difference was between numbers of students who did not come to try to pass the exam.

In the end, we describe how we tried to engage students to remote learning and how they evaluate the remote learning from their point of view. These research results are useful for teachers to assure that there were not any big problems with online learning.

Keywords:

Remote learning, face-to-face learning, on-line teaching, MS Teams, Zoom, Mathematics.