AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
Table 1: Advantages and disadvantages of implementing ICT in
the educational process
ADVANTAGES
DISADVANTAGES
Active motivation of learners.
A more superficial perception of the
teacher's presentation by students.
Interactivity, given the possibility of
direct entry of the student into
teaching.
Preparation of teachers to teach is time
consuming.
A constructivist approach to
acquiring new knowledge. Student
does not acquire the finished
knowledge but must work on it
themselfs.
Creating a presentation for a teacher for
one lesson seems ineffective from
his/her point of view.
Supporting the creative approach of
learners to the tasks or gaining
knowledge.
Possible failure of technology or
connection failure during classes.
Quick feedback on students' level of
knowledge.
Source: KOZÍK, T. et al.: Vzdialené experimenty v edukácii.
Nitra: Univerzita Konštatína Filozofa v Nitre, 2016, p. 17-18.
It should be emphasized that the implementation of ICT in the
teaching process does not mean the displacement of classical
forms of education, but the contribution of a new quality of the
educational process.
There are many opinions on what exactly means the use of
information and communication technologies in the field of
education. According to V. Stoffová (2001), information
technologies are at the most general level methods, procedures
and ways of collection, storage, processing, verification,
evaluation, selection, distribution, and timely delivery of the
necessary information in the required form and quality. D.
Vasiľová – J. Alcnauer (2001) state that it is a set of
technologies used in the processing of information systems
(word processors and spreadsheets, e-mail, laptops,
communication management, marketing databases, mobile data
communications, corporate intranets, calls via computer,
geographic infosystems or the Internet / www).
We agree with J. Kalaš (2000) that ICT uses computing and
communication tools that support teaching, learning and other
activities in the field of education in various ways. In this
context, he understands ICT as technologies related to the
collection, recording and processing of information. To do this,
they use:
traditional media such as television, video and radio;
personal computers with multimedia support;
input and output devices, means for digitization, reading,
control and measurement;
the Internet and its services;
integrated educational programs (i.e., complex computer
environments focused on learning);
means for videoconferencing;
electronic and programmable toys;
automatic sensors, recorders, and devices for automatic
data evaluation.
J
. Průcha, E. Walterová and J. Mareš (2001) characterize new
technologies in teaching as modern means of didactic technique,
didactic programs and new forms of teaching inspired by them.
These include in particular:
networks (local computer networks, online libraries and
other sources of information, e-mail, videoconferencing in
distance education, business education, etc.), on various
media (e.g., CD-ROM);
multimedia, which combines different forms of data
storage (video, hypertext, two- and three-dimensional
animations, etc.);
mobile devices and approaches supporting flex schooling
and wireless LAN networks, laptops, systems enabling
education, “just in time” learning, etc.
In this context, E. Fulková (2004) formulated several changes
that are a consequence of the implementation of ICT in
educational processes as follows:
improve the conditions for access to the curriculum;
act as part of classical teaching;
allow easier and better understanding of the curriculum;
increase attention and reduce student fatigue;
cause a change in teaching methodology;
increase the motivational effect;
enable more effective repetition, consolidation and
deepening of the curriculum;
increase the degree of systematic nature of teaching;
improve clarity and others.
A significantly positive pedagogical aspect is the possibility of
self-education, interactivity, feedback information and practicing
the necessary skills according to the individual needs of the
student. At the same time, the use of ICT in education also
increases pupils' information and digital literacy. Shortcomings
include weak social contact with the educator or various
technical failures and limitations. Generally, information and
communication technologies facilitate the transition from theory
to practice and can help increase the effectiveness of education.
The most well-known forms of education using ICT include,
e.g., e-learning, m-learning, webinars, or electronic conferences.
Due to the presence of the aggressive disease SARS-CoV-2, the
year 2020 offered the possibility of absolute implementation of
information and communication technologies into the
educational process and their massive use. It was the only way to
continue teaching at all levels of study. Several advantages and
disadvantages of this form of education have been proven both
on the part of teachers and on the part of students. However, the
real impact on education and students will only be discussed
later.
3 The main aim and methodology of the research
The main aim of this paper was to examine the experience of
Slovak university students with online teaching during the first
phase of the COVID-19 pandemic, based on theoretical
background and empirical research.
In examining these contexts, we decided to use a quantitative
research strategy because it results in diverse data. The basic tool
of quantitative research was a self-designed questionnaire, which
contained several questions of various natures. Methods of
analysis, synthesis, comparison, as well as data generalization or
their graphical representation were used in the evaluation and
interpretation of research results. Since the research was
exploratory (we examined the organization and course of online
teaching, student preferences, subjectively perceived advantages
and disadvantages of online teaching in the context of a
coronavirus pandemic), we did not formulate hypotheses in this
case, but based on a comparison of professional literature and
previous research on given issue, we formulated several
assumptions. For the purposes of this paper, the following
assumptions are topical:
1.
We assume that most respondents prefer the method of live
lectures in real time in online teaching during the COVID-
19 pandemic.
2.
We assume that most respondents consider the absence of
contact with a teacher to be the biggest disadvantage of
online teaching during the COVID-19 pandemic.
3.
We assume that most respondents report a problem with
concentration during online teaching.
We analysed the obtained data, evaluated them, and drew certain
conclusions and opinions, which we present in the next chapter
of the paper.
4 Interpretation of research results
The first part of the questionnaire was devoted to the
demographic data of the respondents (gender, university
affiliation). The research was attended by 730 respondents –
students at Slovak universities. In total, students from 16
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