ONLINE VS HYBRID TEACHING - COMPARISON OF STUDENTS' PERFORMANCE ON PRE-EXAM OBLIGATIONS

Abstract

The aim of the study is to examine whether there is a difference in student motivation and success in preexam obligations in terms of how teaching is conducted. Due to the corona virus pandemic, all teaching at the Faculty of Organizational Sciences in the summer semester of 2021 took place online, while in the summer semester of 2022, teaching were held on a hybrid model. The hybrid model implied that lectures are conducted in online teaching while exercises in direct teaching model. The assumption we want to test is whether students achieve better results in the hybrid teaching model. Recent papers on similar topics usually compared pre-pandemic performance with performance during the pandemic (Chisadza et al., 2021; Clark et al., 2021; Dwijuliani et al., 2021; Engelhardt et al., 2021; Nazempour et al., 2022). Novelity of this paper is that it compares performance during the pandemic with post-pandemic performance.