Comparison of the effectiveness and efficiency of various forms of distance learning - an experimental study
Theme 4 Alternative teaching approaches.
Secondary school seachers.
Researchers and academics.
The aim of this paper is to compare various forms of distance learning in terms of the effectiveness and efficiency of teaching and their subjective evaluation by students. There have been three forms of remote teaching analyzed for the elective general university course in the winter semester of the 2020/2021 academic year at the University of Warsaw. Participants were randomly assigned to three groups which differed in the form of conducting the classes: G1 - with all materials embedded on an e-learning platform for fully asynchronous learning - there were no live meetings, but specially prepared video tutorials replacing them, G2 - with materials embedded on e-learning platform and lectures conducted synchronously through videoconferences (without video recordings), G3 - with materials embedded on e-learning platform, synchronous lectures via video conferences and their recordings available afterwards.
Final grades, a record of activity at the e-learning platform and the results of questionnaires collected from all participants of the course were factors taken to carry out the statistical analysis. The verification of the hypotheses proved that the most effective form of learning (the lowest number of hours devoted to learning in order to pass the subject, as well as the percentage of students who completed the course) was the one applied in the group G1. According to the opinions of students, the highest level of satisfaction from the classes was recorded for the G2 group. However, there was no statistically significant difference between the groups in the number of scores obtained among students who passed the subject.
Presented by: Przemyslaw Kusztelak (University of Warsaw, ) and none Anna
Lecture (20 min)