WHAT WE KNOW AFTER THE PANDEMIC - ONLINE AND FACE-TO-FACE TESTING IN COMPARATIVE PERSPECTIVE - Research article

Oct 15, 2026

Uploaded by Đào

The article examines how online education affects on-site education by comparing test results from first-year bachelor students at the University of Economics in Bratislava, whose first foreign language is professional English. Descriptive statistical methods are used to analyze performance differences across summer semesters in 2020/2021 and 2021/2022. Results indicate that home-environment testing yields significantly better performance than in-person testing, and on-site outcomes reflect negative effects from online learning adaptation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Keywords

1. Introduction

Focus of the study and research gap

Background: COVID-19 shift to online learning

Teacher adaptation and monitoring challenges

WHAT WE KNOW AFTER THE PANDEMIC. ONLINE AND FACE-TO-FACE TESTING IN COMPARATIVE PERSPECTIVE Eva Stradiotová, 1 The Vice-Dean for Education, the Faculty of Applied Languages, the head of the Department of English Language, the University of Economics Bratislava, Slovakia [eva.stradiotova@euba.sk](eva.stradiotova@euba.sk)[ ](eva.stradiotova@euba.sk)[ORCID: 0000-0002-3003-2850](ORCID: 0000-0002-3003-2850) Ildiko Némethová,2 The Vice-Dean for International Relations, Faculty of Applied Languages, the member of the Department of English Language, the University of Economics Bratislava, Slovakia [ildiko.nemethova@euba.sk](ildiko.nemethova@euba.sk)[ ](ildiko.nemethova@euba.sk)[ORCID: 0000-0001-7041-1786](ORCID: 0000-0001-7041-1786) Radoslav Štefančík,3 The Dean, the Faculty of Applied Languages, the member of the Department of Intercultural Communication, the University of Economics Bratislava, Slovakia [radoslav.stefancik@euba.sk](radoslav.stefancik@euba.sk)[ ](radoslav.stefancik@euba.sk)[ORCID: 0000-0001-6042-2668](ORCID: 0000-0001-6042-2668) Abstract. The article aims to find out the impact of online education on on-site education by analyzing the results achieved by the respondents in the tests. We used descriptive statistical methods to analyze the data. The reason was that such methods allow us to better understand the correlation between the results obtained in traditional testing and online testing. The research was conducted in the summer semester of the academic years 2020/2021 and 2021/2022. 2508 students of the University of Economics in Bratislava participated in the research. The respondents were first-year Bachelor's degree students atthe University of Economics in Bratislava whose first foreign language was professional English. When analyzing the data we took into For account the test results, the number of students who did not take the test, the number of students who had to retake the test, and the number of students who did not take the test. The results confirmed that students who took the test in the home environment performed significantly better than students who took the test in person at the university. The results of on-site education were influenced by the online learning process. As students adapted to the online environment, they changed their study 1 Corresponding author, responsible for data collection, processing of the statistical indicators. 2 Co-author, responsible for data collection, processing of the theoretical part of the text and the discussion, editing for grammar and style. 3 Co-author, responsible for data collection, processing of the theoretical part of the text and the discussion. © Author(s) . 2022. Published by Igor Sikorsky Kyiv Polytechnic Institute. This is an Open Access article distributed under the terms of the license CC BY 4.0 habits, which had a negative impact on learning. This negative impact was also reflected in the results of the on-site testing. The solution to this situation is to better prepare teachers for online learning and to ensure that schools are equipped with the latest technology. Keywords: pandemic, e-test, Moodle, formative assessment, summative assessment, online, on-site 1. INTRODUCTION In the article, we focused the research on two different environments, an online and on-site environment, and their impact on the educational outputs. The literature review confirmed that it is essential to address the issue of online learning. Even before the pandemic, several authors had already explored the use of modern communication technologies in the didactic process (Arquero, Romero-Frías, 2013; Hrdličková, 2018; Ifinedo, 2018; Sokolova, Ševečková, 2019; Štefančík, Stradiotová, 2020 ; Blokhovtsova et al. , 2016) . However, the pandemic COVID-19 accelerated the use of information and communication technologies to a greater extent. With the use of technology in the online education process, the scope for research on the impact of

FAQs

What is the main purpose of the article?

The article aims to determine the impact of online education on on-site education by analyzing students’ test results.

How was the research conducted and who participated?

The study analyzed respondents’ results using descriptive statistics. It involved 2,508 University of Economics in Bratislava students in the summer semesters of 2020/2021 and 2021/2022.

What did the results show about testing in different environments?

Students who took tests in their home environment performed significantly better than students who took tests in person at the university, and on-site outcomes were influenced by the online learning process.

Oct 15, 2026

Uploaded by Đào