<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Johan Bäcklund</style></author><author><style face="normal" font="default" size="100%">Martin Hugo</style></author><author><style face="normal" font="default" size="100%">Kerstin Ericson</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRE-SERVICE TEACHERS’ EXPERIENCES OF THE TRANSITION FROM ANALOGUE TO DIGITAL LEARNING DURING THE COVID-19 PANDEMIC</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Covid-19</style></keyword><keyword><style  face="normal" font="default" size="100%">digital learning</style></keyword><keyword><style  face="normal" font="default" size="100%">digital teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">distance learning</style></keyword><keyword><style  face="normal" font="default" size="100%">hybrid learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1651338145.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The transition from analogue campus-based learning to digital distance learning during the Covid-19 pandemic affected our society in many ways. This study set out to explore the experiences of 30 pre-service teachers when transitioning to digital distance learning. The pre-service teachers (PSTs) participated in a series of focus-group interviews that were subsequently analysed using qualitative content analysis. The results indicate that the transition to digital distance learning worked well and that the technology that was used performed satisfactorily. However, the PSTs experienced both opportunities and obstacles with respect to distance learning. The opportunities associated with digital distance learning were reported to be instantiated by teacher-led ‘flipped classroom’ teaching sessions and the additional freedom that was enjoyed by the PSTs (in both space and time). An obstacle associated with digital learning was the feeling that important aspects of interpersonal interaction disappeared. The PSTs remained sedentary and isolated at home, and the learning experience became somewhat dysfunctional when the teaching was not clearly structured and teacher-lead. The study concludes that it is not possible to replace IRL (‘in real life’) teaching entirely with digital distance learning. However, the results suggest that a hybrid form of teaching or elements of digital teaching can work well as a complement to future campus-based courses.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">273-288</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hana Böhmová</style></author><author><style face="normal" font="default" size="100%">Milada Roštejnská</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHEMISTRY FOR GIFTED AND TALENTED: ON-LINE COURSE ON TALNET</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry experiment</style></keyword><keyword><style  face="normal" font="default" size="100%">distance learning</style></keyword><keyword><style  face="normal" font="default" size="100%">gifted and talented</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392408099.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Education of the gifted and talented children, as potential contributors for the whole society, is emphasized and actively supported in the educational policy of the European Union. The project “Talnet – Online to Science“ originated in Czech Republic is one example of a wide scale of extracurricular activities focused on the education of the gifted and talented. The methods used in Talnet are based mostly on the interaction of the experts with the children, primarily in the on-line “T-courses“. The paper describes the structure, content and results of a two-semester on-line course “Biochemistry and Natural Compounds” that integrates the problem solving method with the home-made chemistry experiments in the form of an e-learning course. About ten talented high-school students from Czech and Slovak Republic participated in the first semester of the course. According to the evaluation results, the students find the course interesting and enriching. Four final theses were written and will be defended; one of them is intended to be applied for the national Contest for Young Scientists.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">14-20</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Petra  Poulova</style></author><author><style face="normal" font="default" size="100%">Ivana  Šimonova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE TEN-YEAR HISTORY OF THE PROCESS OF E-LEARNING IMPLEMENTATION AT CZECH UNIVERSITIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">distance learning</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399915159.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the course of last ten years eLearning has become a standard in tertiary education. It is time we considered the whole process, which is not long but has been part of everyday life, and influenced the current way of education at all levels. The article deals with the history of the process at Czech universities. It presents documents which supported establishing eLearning as an inseparable part and form of instruction but even set its role in the process of accreditation of new study programmes; it introduces ways of evaluation of the whole process and single possibilities which eLearning tools offer for teaching various subjects; it provides survey on how eLearning is really used at Czech universities. As the University of Hradec Kralove, mainly the Faculty of Informatics and Management, was the leader in this process, methods used in the process of ICT implementation and ways of evaluation could have been later applied at other Czech and other universities. </style></abstract><work-type><style face="normal" font="default" size="100%">Original Article</style></work-type><section><style face="normal" font="default" size="100%">159-167</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anna  Migdał-Mikuli</style></author><author><style face="normal" font="default" size="100%">Paweł Broś</style></author><author><style face="normal" font="default" size="100%">Paweł Bernard</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PURPOSE AND FORM OF REALIZATION OF THE BLENDED LEARNING SYSTEM DURING CHEMISTRY ACADEMIC COURSES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">blended learning</style></keyword><keyword><style  face="normal" font="default" size="100%">distance learning</style></keyword><keyword><style  face="normal" font="default" size="100%">general chemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">learning system</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392224018.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the academic year 2003/2004, the Department of Chemistry Didactics began modification of courses: ‘General Chemistry with the Elements of Physical Chemistry’ for the first year of biophysics and ‘Phase transitions in a Solid State’, intended for fourth-year chemistry students. The main reasons for modification of these courses were the unsatisfactory final grades of students in both courses. Preliminary research shows that students have difficulties in understanding the above-mentioned lectures due to lack of elementary knowledge. There is also a great differentiation between the levels of the skills and knowledge of students. Considering the above-mentioned situation, we have proposed to use elements of distance learning for equalization of the level of knowledge, the so-called blended learning system (Bonk &amp; Graham, 2004). The full paper presents the methodology of preparing and the application of blended learning classes at an academic level, the findings of questionnaire surveys on how students find the blended learning system and statistical analyses of exams. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">98-104</style></section></record></records></xml>