AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
universities in Slovakia participated in the research. In the
following graphic overviews, we present the identification data
of the respondents from the research sample.
Graph 1: Age of respondents
Source: own processing
Graph 2: Number of students and affiliation to the university
Source: own processing
At the beginning of the questionnaire, we asked students how
teaching is organized at their school during the COVID-19
pandemic. In this question, respondents had the opportunity to
mark several answers. Almost 73 % of respondents said that
most of them only receive documents in the form of lectures or
other teaching materials via e-mail. The second most frequent
alternative is the organization of live teaching in real time
through live lectures and seminars. Approximately one third of
the respondents stated that the teaching is carried out through
video recordings (e.g., on YouTube) and 13.2 % of the
respondents also marked the option of teaching only in an
auditory form – the teaching is recorded on audio recordings that
are made available to students. Interestingly, 11 % of all
respondents said they did not have any online classes and
teaching was not replaced or provided in any specific way.
Graph 3: A method of online teaching organization
Source: own processing
In Question 4, we asked the respondents which of the mentioned
options of distance education organization they prefer the most.
Almost half of all respondents are inclined to live teaching –
hence, in real time. Approximately a quarter of respondents
(23.7 %) prefer teaching exclusively by sending study materials,
assignments, or presentations, and 24.7 % of respondents prefer
video recordings. According to the research sample, the least
attractive form of online teaching is teaching only through audio
recordings, to which only 2.3 % of respondents admitted. These
results are understandable, as it is in audit teaching that other
important forms of perceptions are absent – especially visual
ones, which are extremely important in the study. They strongly
support concentration and other cognitive processes, especially
the process of memorizing information that can be considered
key and strategic in learning. In this context, it can be stated that
Assumption 1, that most respondents prefer the method of live
lectures in real time in online teaching during the COVID-19
pandemic has been partially confirmed.
Graph 4: Preferred method of online teaching
Source: own processing
In the following part of the questionnaire, we investigated how
students most often communicate with teachers and through
which platforms online teaching is implemented at their
university. For both questions, students had the opportunity to
mark multiple answers. By far the most dominant form of
communication has become e-mail communication between the
student and the teacher, approximately one-fifth of the research
sample also prefers a video call, e.g., via Skype. Less than 6 %
of respondents also use more personal contact for
communication through telephone calls, most often when
consulting final theses or other assignments and term papers.
According to the research sample, the most frequently used
online communication platform is the Microsoft Teams platform,
which is used by almost 64 % of students, the second most
popular is the e-learning software Moodle, which use
approximately 49 % of respondents. Frequently used platforms
include Zoom (16.6 %), Google Hangouts (11.8 %), Skype (11.2
%) and Webex (2.2 %). A few students stated that online
teaching is also implemented through YouTube, Outlook, the
academic information system AIS, Discord or Facebook.
In research, we were also interested in which form of teaching
students generally prefer. Although at first glance it might seem
that online teaching will be more popular, the results of the
research showed that more than 60 % of respondents do not
prefer this method and, conversely, they lean towards the classic
full-time form of teaching. We also asked respondents if they
would like teaching to take place online only in the future. The
answers pleasantly surprised us, as up to 79 % of respondents
clearly stated that they would not prefer such a possibility.
Regarding the intensity of study during online teaching, most
respondents answered that they study less than during the classic
semester during full-time teaching. About a quarter of
respondents feel that they study with the same intensity and level
both online and in full-time teaching. Almost a third of students
show a higher level of study intensity in the online form, which
was a surprising finding.
Another aim of our study was to find out what are the most
common advantages and disadvantages that respondents
perceive in connection with online learning during the COVID-
19 pandemic. For both questions, they had the opportunity to
mark several answers. The biggest advantages of this form of
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