The Students´ Evaluation of the E-Support in the Regular Form of Study

Jindrová, Andrea; Vydrová, Hana Vostrá; Dömeová, Ludmila

doi:10.7160/eriesj.2013.060205

Cited by 5 publications

(6 citation statements)

References 8 publications

(11 reference statements)

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“…In relation to distance education, learning goal orientation has been found to enhance student participation in online discussions as well as overall course satisfaction (Hartnett, 2019). Jindrová, Vostrá Vydrová and Dömeová's (2013) survey of students' satisfaction with e-learning courses gives evidence that low levels of students' self-discipline along with lack of motivation to do schoolwork correlate with high demand for e-support including swift feedback from teachers. The survey results also show that unmotivated students perceive the teachers as less qualified and they are critical of the overall quality of the course.…”

Section: Satisfaction With Online Educationmentioning

confidence: 99%

“…According to the expectancy-value theory (EVT; Eccles and Wigfield, 2002), motivation is primarily sustained by the belief in one's competence and expectancy for success, and the perception of value and relative costs in relation to specific tasks. The perceived value of tasks depends most notably on their attainment and utility values in relation to students' interests and goals (Jindrová, Vostrá Vydrová and Dömeová, 2013;Hartnett, 2019). Interest theories (Schiefele, 1991(Schiefele, , 1999Hidi and Harackiewicz, 2000) distinguish between individual and situational interests.…”

Section: Motivation and Skills Developmentmentioning

confidence: 99%

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From F2F to ERT: University Students’ Perception of Remote Learning During the First COVID-19 Lockdown

Dvořáková¹,

Emmer²,

Janktová³

et al. 2021

ERIES Journal

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In the spring of 2020, the University of South Bohemia was one of the innumerable higher education institutions which was obliged to move its instruction online in order to comply with the COVID-19 regulations. This article explores the evaluation of emergency remote teaching (ERT) measures taken by the English department from the perspective of its students. It presents and discusses findings gathered from a questionnaire completed by 99 respondents. The questionnaire centres around four areas of interest: satisfaction with ERT, comparison of face-to-face (F2F) vs. online learning experiences, perceived stress level during ERT, and acquisition of skills. The results show how students responded to the emergency procedures and which factors they considered essential in terms of satisfaction and stress. Furthermore, they reveal thought-provoking insights on aspects such as integrating elements of online teaching into F2F instruction, developing various skills in lockdown, and motivation for learning. Our findings are analysed in terms of aspects and factors which are viewed as efficient or inefficient by students in a time of crisis. Thus, this research may contribute not only to better preparedness should circumstances requiring ERT return, but also to a more complex re-evaluation of instructional approach at university level.

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Section: Satisfaction With Online Educationmentioning

confidence: 99%

Section: Motivation and Skills Developmentmentioning

confidence: 99%

From F2F to ERT: University Students’ Perception of Remote Learning During the First COVID-19 Lockdown

Dvořáková¹,

Emmer²,

Janktová³

et al. 2021

ERIES Journal

View full text Add to dashboard Cite

show abstract

“…The authors' previous work (Jindrová et al, 2013) deals with the evaluation of some courses in the University of Life Sciences in Prague and the e-support of the students. The evaluation was based on collection of self estimations and personal attitudes of the students.…”

Section: Continuity With Previous Researchmentioning

confidence: 99%

Influence of Gender and Other Factors to Final Grade

Dömeová¹,

Jindrová²,

Fejfar³

2015

IES

Self Cite

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The study focused on the relations between the partial evaluation and the final grade. The investigation has been done on a group of 269 students of the Czech University of Life Sciences in Prague, in the course of Mathematical Methods, who have to go through a strictly defined evaluation scheme. The results of statistical analysis confirmed that there is no influence of gender and branch of study to the final grade. The analysis of the relations between the final grade and the partial evaluation during the semester and by the examination test showed that the final grade is mostly dependent on the oral exam, i.e. the face to face evaluation of the student is deciding for passing or failing the exam. The research proved that the partial evaluation including on-line testing does not replace the deciding role of the teacher.

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“…The authors´ previous work (Jindrová et al, 2013) deals with the evaluation of some courses in the University of Life Sciences in Prague and the e-support of the students. The dependencies between the discipline of the student (self evaluation) and the rating of the e-support were proved.…”

Section: Continuity With Previous Researchmentioning

confidence: 99%

Unethical Behavior of the Students of the Czech University of Life Sciences

Dömeová¹,

Jindrová²

2013

IES

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The cheating can be viewed as a major educational problem with a broad social concern. The unethical behaviour of students can crucially influence their qualification, future employment and manners in their professional carrier. The contribution investigates the unethical behaviour of the students of the University of Life Sciences in Prague. The goal is to examine if the students would act unethically in an examination tests and in proceeding their assignments. The inquiry investigation based on self-assessments confirmed that the unethical behaviour is quite frequent, more frequent is the exam cheating. The responders do not feel that their behaviour is immoral, they are rather afraid of penalization. The reaction of the teachers and the university is necessary. It is essential to study the reasons of unethical behaviour to apply rectifying measures effectively.Keywords: unethical behaviour, university students, exam cheating behaviours, assignment cheating behaviour IntroductionThe unethical behaviour, exam cheating, and illegal collaboration on assignments including plagiarism are very frequent (Center for Academic Integrity, 1999 ). It is important to deal with the methods and frequency of such behaviour and also with the way it is perceived by the academia.The cheating during the studies leads to the disarray of the goals of the study. The students will not acquire the intended knowledge and skills, further more they adopt inappropriate working methods and immoral attitude to their duties. It is important for lecturers to show students how to establish their own effective learning strategies (Nguyen, 2010).The students continue to apply the improper working procedures in their future jobs what can cause the real economical damages as well as an injury of the employees' reputation (Smith et al., 2002).The students´ attitude to the study influences also the evaluation of the courses, teachers and the whole faculties and universities. It was proved (Jindrová et. al, 2013) that the students with a procrastinating attitude to the study duties are much more critical towards the teachers, the study materials, etc.The university's good name, reputation and competitiveness might be influenced as well. If the unethical behaviour is not systematically and persistently chased and penalized, the university can gain a reputation of a place where everybody obtains certificate without work. The goal-directed students with good study potential are then not interested in such an institution. Finally, the immoral behaviour of the students harms the work of the teachers and managers of the school.

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The Students´ Evaluation of the E-Support in the Regular Form of Study

Cited by 5 publications

References 8 publications

From F2F to ERT: University Students’ Perception of Remote Learning During the First COVID-19 Lockdown

From F2F to ERT: University Students’ Perception of Remote Learning During the First COVID-19 Lockdown

Influence of Gender and Other Factors to Final Grade

Unethical Behavior of the Students of the Czech University of Life Sciences

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