Abstract:

The COVID 19 pandemic situation unexpectedly and significantly disrupted the functioning of society in all its spheres. Due to the spread of Covid-19, full-time teaching at all schools was interrupted in Slovakia in March 2020. It was necessary to deal with the situation quickly and ensure a smooth transition from face-to-face to Remote Learning. The readiness of schools, the possibilities and abilities of teachers and students to use digital learning resources and teaching tools have been thoroughly tested.

The article presents a summary of experience with ensuring the continuity of teaching technical subjects at the Faculty of Manufacturing Technologies of the Technical University of Košice. As part of the measures, distance learning continued with the active use of all available ICT tools (LMS - Learning Management System, email, web pages, youtube, FB.) The e-learning process had to be addressed systematically and with regard to the specifics of individual subjects. Teaching priorities and content range of instructional design and curriculum priorities were defined. It was necessary to take into account the technical capabilities of students, and to ensure remote communication between teachers and students. It was necessary to provide students with access to information and environments that support distance learning and to provide teachers with support for professional development in the field of e-learning. The article evaluates the experience with distance education. The achieved study results are confronted with the results obtained during standard full-time teaching. The discussion pays attention to the issue of academic dishonesty and also to the question of how, to what extent and in which study subjects it is appropriate to include the use of digital educational resources in the process of standard teaching.

Keywords:

Distance learning, technical subjects, learning management system, curriculum priorities.