Changes in learning strategy and learning time in the wake of the pandemic

University studies were also significantly affected by the pandemic. The first-year students had already spent the last months of high school, which are especially important for graduation, in distance learning. In Hungary, the graduation procedure was changed due to the epidemic. Education was completely digital in hybrid form: the lectures were held online, and the seminars were attended in-person and from September of 2021 again in-person. Our research team has been monitoring learning time and effectiveness for years using the EduBase online educational platform, which provides a framework for all teaching aids for the calculus subject. In our research, we analysed the learning processes and their effectiveness of mechatronic and energy engineering students who were admitted to BME in 2020. The results were compared with the learning habits of the class of 2018, with whom a detailed study was also performed. It can be stated that the pandemic greatly influenced the learning time: students took advantage of the available practice opportunities to a greater extent in digital education, which did not reduce the practice time during the end-of-semester spurt, thus, learning became more balanced. Considering the high school results, it can be observed that on average, those who took advanced level subjects spent more time practicing, even though they had already mastered some calculus in high school. In addition, test scores also influenced practice time, while students coped successfully even with the more difficult tasks

Changes In First-Year Engineering Students\u27 Performance In Mathematics And Engineering Subjects At Different Stages Of Distance Learning

Covid pandemic was unprecedented in modern education but is not expected to be unique, therefore increased attention should be paid to accurately analyse its effects on education. Calculus is an important undergraduate mathematics course in engineering programmes, which gives the foundation for engineering subjects like mechanics or electronics. Unfortunately, recent experiences show that the performance of students admitting after the pandemic has deteriorated dramatically in recent years. This research aims to analyse the changes in performance and attitudes of first-year students in the aftermath of the pandemic. In our research, we investigated the performance and learning habits of three groups of first-year mechatronics and energy engineering students during Calculus-1 and the related Mechanics subject. The “2018 group” studied maths traditionally, whereas the “2020 group” took online education in the last months of high school and the first year of university. The “2022 group” spent two years of high school at home in remote learning (the significant 10- 11th grades, for maths competence), but received in-person education at the 1 Corresponding Author Szabolcs Berezvai [email protected] university. Learning habit and performance of the students were monitored using EduBase online educational platform. The results of both the qualitative and quantitative analysis have revealed that online education during the pandemic changed the learning habits of the group in 2020 and had only slight effects on their performance in Calculus and Statics. However, for group 2022, where the pandemic affected high-school maths studies, the performance at the university has fallen dramatically resulting in an increased drop-out rate after the first semester

A tanulási folyamat időbeli eloszlásának és eredményességének vizsgálata a kalkulus tanulásban

Mind a mérnök-, mind a gazdasági képzés matematikaoktatásában a hallgatónak a szaktárgyakban alkalmazható tudást kell szereznie. Nem ritkán az is előfordul, hogy a matematika kurzuson megtanultak csak néhány szemeszterrel később kerülnek felhasználásra. További nehezítő tényező annak felismerése, miként van jelen egy adott ismeret a szaktárgyban, hiszen az sosem egyértelműen, egy kiszámolandó feladatként jelenik meg, hanem megértve a mérnöki-, gazdasági jellegű problémát, le kell azt fordítani a matematika nyelvére, majd megoldani azt a Kalkulus kurzusokon tanult ismeretek segítségével. Mindebből látszik, hogy milyen fontos a tartós tudás megszerzése ezeken a szakokon is. A legújabb emlékezetkutatási eredmények ismeretében nem akkor járunk el helyesen, ha tanítási metódusainkat a korábbi tanuláselméleti modellekre támaszkodva próbáljuk kialakítani. Sokáig azt gondolták, a hallgató feje egy hordó, amibe a tanár tölti a tudást és bár az itt-ott kifolyik, de tovább töltve mérsékelhetjük a veszteségeket. Később a kutatók a rendszerezést is beépítették a modelljeikbe, így már egy sokfiókos szekrényre helyesebb gondolnunk, amelyben a megfelelő helyeken elraktározódnak a szükség szerint előhívható információk (Köhler 1947, Weiner 1966). Itt a minél többszöri bevitel az, ami segít abban, hogy minden a megfelelő fiókba kerüljön, hiszen a raktározási hibák felejtés formájában öltenek testet