Katerina Kostolanyova

Flexible Hybrid Learning: Comparative Study

Hybrid learning has become a widely exploited approach within the ICT-enhanced instruction. Making it flexible, so that the process of learning reflecting students’ needs and preferences was the problem solved in various ways at three Czech institutions of higher education. In the paper the whole process is described, describing the starting phase, which was identical at all three institutions, and comparing different models of flexible hybrid learning applied further, including the results of pedagogical experiments comparing learners’ knowledge in flexible and non-flexible learning. The results did not proved clearly visible differences, as neither world-recognized research did. Despite this, authors are persuaded that research activities in this field should go on, paying deeper attention to learners’ personal characteristics and other activities within the learning process.

The Blended Learning Concept: Comparative Study of Two Universities

The paper introduces the results of comparative study of the blended learning concept of two higher education institutions – University of Ostrava, Faculty of education and University of Hradec Kralove, Faculty of Informatics and Management, Czech Republic. Having the research sample of 466 and 591 students of both institutions, the data collected within LMSs were processed by the method of frequency analysis, structured according three criteria (learners’ visit rate to the course, learners’ performance in week days and learners’ performance in hours of the day) and compared. In the results different number of assignments was reflected showing higher visit rate to the Technology for education course conducted at University of Ostrava compared to English for specific purposes at University of Hradec Kralove.

Specific tool for evaluation of eLearning

In the paper we deal with a problem of ‘Evaluation of eLearning’ from the aspect of adaptability. We consider eLearning as an educational project. We have determined phases both of eLearning project and phases of evaluation and we designed criteria for their evaluation. In case of adaptive eLearning we need to extend the items. The study support evaluation form consists of four criteria groups: fundamental characteristic of study support, basic properties of the study support structure, feedback properties and special properties of layers.

Learning English Through the Adaptive Model of e-Learning Reflecting Learner’s Sensory Characteristics

The main objective of the article is (1) to introduce the adaptive model of e-learning, which was designed by the University of Ostrava, Czech Republic, and (2) to present and discuss results of two researches conducted within the model and focusing on self-study activities reflecting learners’ sensory preferences in learning English. In both researches, data were collected by standardized English grammar tests, by VARK questionnaire and non-standardized pre-tests and post-tests. Four hypotheses were tested; two of them focusing on the role of learner’s sensory preferences, other two ones examining the support of visual and aural study materials in listening comprehension and reading comprehension. Results were not statistically significant; however, slight impact of visual materials in reading comprehension and aural materials in reading comprehension was detected.

Adaptive Practising Using Mobile Touch Devices

Mobile touch devices are a separate set of devices that can be used in education. Especially from the point of view of their personal nature, they can be used advantageously in the field of adaptive elearning. The work deals with the analysis of the use of mobile devices in fixation of the subject with adaptive elements. It turns out that there is acquiring skills of pupils who are not sufficiently trained in the subject. There is also an effect of easier control of such a device.

Adaptive E-Learning Textbook Evaluation Methods

In the last few years, the research at the University of Ostrava has been focused on the theory of adaptive e-learning and its testing in practice. Quality adaptable textbooks are essential in order for this type of education to be successful. The paper deals with one of the main parts of the stated issue – an evaluation of adaptive textbooks. Evaluation can be conducted (a) before the start of the education process, (b) immediately after the textbook has been inserted into the LMS, or (c) after the protocol of students’ behavior in the on-line mode has been analyzed. The paper describes the theoretical proposition of one type of evaluation and its verification in practice.