Remote teaching of philological specialisations in the light of experiences during the pandemic ‒ in the eyes of students and teachers

H. Widła
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Abstract

The article compares the results of the research conducted at the end of the winter semester 2019/2020 with the results from March 2021 as an extended teaching for the validity of extending the teaching offer for modern language studies by including innovative solutions using distance learning methods and techniques, with additional comments at the end of 2021. The opinions of 50 second-year students on the usefulness and effectiveness of IT innovations in lectures, seminars and practical language learning exercises were surveyed. The research showed that the pandemic situation verified students’ perceptions of the advantages and disadvantages of remote working. The data are also commented on by lecturers. It turns out that in all three types of classes, the opinions of students and staff range from moderately neutral at the beginning of 2020 towards teaching innovations, through more sceptical in March 2021 after the large-scale introduction of e-learning, to more favourable towards online innovations after a year of experience gained in 2021. Despite this general trend, there are considerable differences in the opinions of students and lecturers depending on the nature of the classes.
根据大流行期间的经验对语言学专业进行远程教学-在学生和教师的眼中
本文将2019/2020冬季学期结束时的研究结果与2021年3月的结果进行了比较,作为扩展教学的结果,通过使用远程学习方法和技术的创新解决方案来扩展现代语言学习教学的有效性,并在2021年底进行了补充评论。我们调查了50名二年级学生对资讯科技创新在讲座、研讨会和实用语文学习练习中的有用性和成效的意见。研究表明,疫情验证了学生对远程工作利弊的认知。讲师也会对这些数据进行评论。事实证明,在所有三种类型的课程中,学生和教职员工的意见范围从2020年初对教学创新的适度中立,到2021年3月大规模引入电子学习后的更加怀疑,到2021年获得一年经验后更加支持在线创新。尽管这是一个大趋势,但根据课程的性质,学生和老师的观点也存在很大差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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