Abstract
The paper aims to compare online distance and blended instruction from students’ point of view. The main objective of the research is to discover whether teachers enriched their blended lessons with tools that they had exploited in online distance instruction during covid-19 pandemic. In the Czech Republic, online distance instruction ended after 18 months in June 2021, been replaced by blended lessons since September 2021. Data were collected in autumn 2021, and one year later, in autumn 2022, by two online questionnaires. Each consisted of 35 items that required Likert-scaled, multiple-choice, and open answers. The research sample included 488 respondents who attended selected upper secondary and higher education institutions in the Czech Republic. The results were considered according to the type of institution (upper secondary or higher education) and structured using four criteria: (1) First contact and communication, (2) Learning content acquisition, (3) Learning content delivery and assessment, (4) Student’s final feedback on online distance instruction. We anticipated that teachers would enrich their blended lessons using online distance experience; however, our expectations did not prove. Higher rate of autonomy in higher education students was detected with minor exceptions.
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Acknowledgement
The paper is supported by the SGS project N. SGS02/PdF/2023 Didactic reflection of online distance instruction in the current face-to-face teaching and learning through the lens of students, teachers, and headmasters: best practices.
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Simonova, I., Faltynkova, L., Kostolanyova, K. (2023). On the Reflection of Online Distance Instruction into Blended Teaching and Learning. In: Li, C., Cheung, S.K.S., Wang, F.L., Lu, A., Kwok, L.F. (eds) Blended Learning : Lessons Learned and Ways Forward . ICBL 2023. Lecture Notes in Computer Science, vol 13978. Springer, Cham. https://doi.org/10.1007/978-3-031-35731-2_10
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