The article points out some of the challenges faced by students at the University of Ostrava, Comenius University in Bratislava and Al-Farabi Kazakh National University, who had almost no previous practice in online teaching during the COVID-19 pandemic situation. The students from the mentioned universities were interviewed to share their experiences with online teaching and learning during the COVID-19 lockdown. In this paper, qualitative pedagogical research in the local conditions of the three mentioned universities is used, with the processing of answers of selected students who were interviewed as an available sample. The students were also asked to describe their impressions of this situation from their social and personal points of view. The focus is on the positive and negative aspects, boundaries, and problems of online university teaching during the pandemic situation, as well as changes in the personal life of the students. The aim of this introductory small-scale study is to provide a basis for future research on the impact that the COVID-19 situation has had on the educational process at the above-mentioned universities, as well as to assist educational providers in foreseeing and eliminating the possible problems of lecturers when establishing an online educational environment. Some conclusions are drawn from the interviews that offer potential for further research in educational science, because many difficulties from the students’ point of view are related to their social status, lack of social contact, technical problems with Internet connections, the carrying out of lectures and the exams of students. The students’ answers are categorized, and each category is described.
The book introduces the issue of productive culture of teaching and learning in broader didactical context. In the first part of the book, three areas of productive culture of teaching and learning are as theoretical framework presented: 1. clarity, structure, coherence, 2. cognitive activation, instrumentalization, semantization, 3. Supportive learning environment. The second part of the book presents 17 didactic case studies that have been developed by teams that consisted of researchers and teachers from schools. The aim of didactic case studies is to highlight key areas of productive culture of teaching and learning.
This article aims to study of the use Associative (Semantic) networks in the course of Knowledge representation that is taught at the University of Ostrava. In the course was created logic puzzles of type Zebra from simple to more complex levels (Einstein's problems). Associative networks have been used to solve logic puzzles.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.