Abstract
In recent years, the position of online, asynchronous or distance learning has increased in the field of education for many different reasons. This phenomenon can also be observed in the teaching of computer science, but there are certain topics of computer science that can be problematic to teach in other than face-to-face formats. The aim of this paper is to present the results of a survey among teachers focused on their experiences and attitudes to the teaching of educational robotics online. This research was carried out as part of the international FERTILE project as a tool to obtain the necessary information that helped as a starting point in designing a model to link educational robotics teaching with art topics in blended-learning.
A questionnaire survey was conducted among teachers who are involved in teaching computer science subjects with the assumption that they incorporate educational robotics into their teaching in some way. The respondents were representatives of primary, secondary and also higher education. The questionnaire included questions focused on teachers' experiences and attitudes to the implementation of face-to-face and online teaching, including topics related to the challenges arising from the implementation of online teaching. The questionnaires also focused on linking educational robotics with topics in art.
Following the implementation of the questionnaires, a series of focus groups and interviews were conducted to allow teachers to discuss their experiences, attitudes and concerns related to teaching educational robotics remotely. Compared to the questionnaire surveys, this interaction provided a space for a deeper expression and understanding of their views and allowed for the identification of common themes and issues that teachers encountered or anticipated in their teaching.
The results of the research showed that this concept of teaching is not ideal for many teachers, but with some methodological and technical support, they can imagine implementing some of the sub-activities online. It also showed that a large part of teachers do not know enough about possibilities of technical support for the teaching of educational robotics remotely, e.g. the existence of ER simulators and other online tools. A number of teachers express a positive attitude towards the possibility of teaching educational robotics online, but more as a secondary and complementary concept to the face-to-face form. Some technical and organizational challenges were also identified that may affect the success of implementing educational robotics online. These challenges include, for example, students' access to technical equipment or the lack of methodological support for teachers.