Nowadays, learning is not anymore a passive process. It has become more dynamic and it has begun to use another medium than the written word or the exercise book. In the article titled Evaluation of Readiness for Distance Education of Students in European Universities, professors Diana Vasilevska, Baiba Rivza and Răzvan Bogdan present the results of an evaluation process concerning one of the most spread and new educational movements – distant education.
The evaluation included students from different states of Europe as Poland, Serbia, Lithuania, Latvia, Belarus and Romania. The aim of this demarche was to see if all the students undertaking distance education are on the same level in which concerns ability, skills and knowledge. The result has shown that not all the students using the technology of distance education have a similar degree of knowledge, therefore the evaluation schemes applied to them are not qualitative for they are based on general criteria.
The authors of the article have identified a structure with the aid of which it is much more effective to establish one’s readiness in distance education process. If we were to consider the readiness as a single thing, then it would be required to evaluate this aspect by using the following criteria: motivational readiness, technological readiness and the reflexive-effective evaluation of distance education performance. In other words and based upon direct answers from students, an effective distance education would come from a balance between traditional classes where the students get to talk face-to-face with the teacher and make light on matters that are not clear and distance lectures, accordingly to the type of studies that the student attends.
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