<abstract xmlns="http://www.w3.org/1999/xhtml">

<italic><bold>Introduction:</bold></italic> In Hungary, as in many parts of the world, a crisis situation has arisen with the start of the quarantine period associated with the coronavirus, which presented the education system with a serious challenge. Social inequality (also in terms of network access and device availability) was expected due to, that differences will only increase the gap in education. Digital connectivity and the digital environment became the main arena for students and faculty over the course of a weekend. That's a real question, of course, can we talk about real digital education during this period? Was online education effective or was it rather a blind spot?
<italic><bold>Methods:</bold></italic> In our research, we examined it from the perspective of geography teachers, kindergarten teachers, and university students attending teaching courses learning and teaching „switching online” betweem March, 2020 and April, 2021 at the Eszterházy Károly Catholic University (then even EKE). Our sample consisted of 108 people. We used an online questionnaire study to assess students' experiences with the effectiveness of distance learning and the development of their digital competence, about the possibilities of implementing professional internships. We were looking for student answers to, how each segment of distance learning can be integrated into the normal education system. We compared our results with similar Hungarian and international research results.
<italic><bold>Results:</bold></italic> Most students felt that online education was effective. The digital competence of students has evolved. Due to changed circumstances of traineeships, students could not gain enough experience, which could later affect their work.
<italic><bold>Discussion:</bold></italic> The changes that have occurred can be highlighted as secondary benefits, this educational environment could be more sustainable in the future, than the traditional educational environment, however, the consequences of isolation cannot be ignored.
<italic><bold>Limitations:</bold></italic> The research shows data valid only for Hungary.
<italic><bold>Conclusions:</bold></italic> Consideration of the experience of students for the effectiveness of their education in the coming years.
</abstract>

Introduction: In Hungary, as in many parts of the world, a crisis situation has arisen with the start of the quarantine period associated with the coronavirus, which presented the education system with a serious challenge. Social inequality (also in terms of network access and device availability) was expected due to, that differences will only increase the gap in education. Digital connectivity and the digital environment became the main arena for students and faculty over the course of a weekend. That's a real question, of course, can we talk about real digital education during this period? Was online education effective or was it rather a blind spot?
Methods: In our research, we examined it from the perspective of geography teachers, kindergarten teachers, and university students attending teaching courses learning and teaching „switching online” betweem March, 2020 and April, 2021 at the Eszterházy Károly Catholic University (then even EKE). Our sample consisted of 108 people. We used an online questionnaire study to assess students' experiences with the effectiveness of distance learning and the development of their digital competence, about the possibilities of implementing professional internships. We were looking for student answers to, how each segment of distance learning can be integrated into the normal education system. We compared our results with similar Hungarian and international research results.
Results: Most students felt that online education was effective. The digital competence of students has evolved. Due to changed circumstances of traineeships, students could not gain enough experience, which could later affect their work.
Discussion: The changes that have occurred can be highlighted as secondary benefits, this educational environment could be more sustainable in the future, than the traditional educational environment, however, the consequences of isolation cannot be ignored.
Limitations: The research shows data valid only for Hungary.
Conclusions: Consideration of the experience of students for the effectiveness of their education in the coming years.

Online Educational Experiences in Some Majors of Eszterházy Károly University

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution 4.0 International License.

{"article-title":"Online Educational Experiences in Some Majors of Eszterházy Károly University"}

Introduction: In Hungary, as in many parts of the world, a crisis situation has arisen with the start of the quarantine period associated with the coronavirus,...

Online Educational Experiences in Some Majors of Eszterházy Károly University

Data publikacji: 12 cze 2023

Zakres stron: 82 - 95

Otrzymano: 16 mar 2023

Przyjęty: 14 kwi 2023

DOI: https://doi.org/10.2478/atd-2023-0015

Słowa kluczowe
online education, pandemic, efficiency, student experience, teacher

© 2023 Erika Homoki et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Online Educational Experiences in Some Majors of Eszterházy Károly University

Data publikacji: 12 cze 2023

Zakres stron: 82 - 95

Otrzymano: 16 mar 2023

Przyjęty: 14 kwi 2023

DOI: https://doi.org/10.2478/atd-2023-0015

Słowa kluczoweonline education, pandemic, efficiency, student experience, teacher

© 2023 Erika Homoki et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Słowa kluczowe
online education, pandemic, efficiency, student experience, teacher