Juraj Mistina
@ucm.sk
Department of British and American Studies / Faculty of Arts
University of Ss. Cyril and Methodius in Trnava, Slovakia
RESEARCH INTERESTS
Methodology of teaching English as a Foreign Language
English for Specific Purposes
English for Technology and Science
E-learning
English in cyberspace
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Jana Jurinová and Juraj Miština
IEEE
This paper delves into the longstanding debate surrounding the efficacy of open-book versus closed-book examinations in the context of higher education, with a specific focus on courses within the domains of Information Science and Humanities. The choice between these two examination formats has significant pedagogical implications, as it shapes the learning experience, assesses the depth of understanding, and influences student outcomes. To elucidate the advantages and drawbacks of each approach, this study employs a mixed-methods research design, incorporating quantitative data from student performance metrics and qualitative insights from surveys and interviews. The authors examine these two phenomena in a hybrid learning environment, which has proven to be a resulting effective tool for the impact of the COVID-19 pandemic. They explore how the cognitive demands and assessment criteria differ between these two modes of examination, considering the distinctive nature of disciplines within Information Science and Humanities. In Information Science, open-book exams are often regarded as aligned with real-world scenarios, reflecting the accessibility of information resources in professional contexts in the post-COVID era. In contrast, closed-book exams emphasize memory recall and analytical reasoning skills. We investigate whether these distinctions translate into varied learning outcomes, student satisfaction, and long-term knowledge retention. Within the Humanities subjects, where critical thinking, analysis, and interpretation are paramount, the debate between open-book and closed-book exams gains further complexity. We examine how each format influences the development of critical thinking skills, the ability to synthesize and apply knowledge, and the cultivation of a deep understanding of complex texts and concepts. Additionally, this paper explores the role of technology and digital resources in shaping the dynamics of open-book exams, and whether this evolution in the accessibility of information has altered the outcomes in Information Science courses compared to Humanities courses. The findings from this study provide valuable insights for educators, curriculum designers, and administrators in Information Science and Humanities programs, helping them make informed decisions about the most appropriate examination format for their courses. By considering the unique characteristics of these disciplines, the research contributes to the ongoing conversation surrounding assessment methods in higher education and offers a nuanced perspective on the open-book versus closed-book examination dilemma.
Jurinova Jana and Juraj Mistina
IEEE
Like many others, our institution has had to adapt our traditional testing and assessment of students due to the COVID-19 pandemic. This article describes the process applied to the development of a desktop application for a complex heterogeneous evaluation system for students of applied informatics. Qualitative research, case study together with experiments, and action research made it possible to examine the monitored phenomena more deeply in interconnected contexts. Prospective case studies with multiple cases were used to investigate the issue. According to the function, they are pedagogical evaluation case studies. In addition to verifying the effectiveness of the introduced materials, forms of education, and the flipped classroom approach, the study also focused on examining the relationship between their work on assigned tasks and the given issue, while heterogeneity in the evaluation was a key element. The main goal was to verify the effectiveness of the created materials in the implementation of various forms of education using the flipped classroom approach. Also, the possibilities of achieving the set educational goals during online teaching using instructional videos or scripts using a flipped classroom approach compared to a hybrid form of education and assessment were investigated. The contribution of the work and recommendations for pedagogical theory and practice are published in the paper.
Pavel Andres, Dana Dobrovská, David Vaněček, and Juraj Miština
Springer International Publishing
Ján Hargaš, Darina Matisková, and Juraj Miština
Springer International Publishing
Roman Hrmo, Lucia Krištofiaková, and Juraj Miština
Springer International Publishing
Roman Hrmo, Juraj Mistina, Jana Jurinova, and Lucia Kristofiakova
Springer International Publishing
Juraj Miština, Jana Jurinova, Roman Hrmo, and Lucia Kristofiakova
Springer International Publishing
Roman Hrmo, Juraj Miština, and Lucia Krištofiaková
Springer International Publishing
Roman Hrmo, Lucia KriStofiakova, and Juraj Mistina
IEEE
Technical and vocational education and training (TVET) makes a significant contribution to economic competitiveness and welfare in a global knowledge-based economy. The main challenge for vocational education and training is to meet the changing skills needs of individuals and the world of work in accordance with the principle of lifelong learning. Since the demand for new skilled workers is increasing, and the TVET customer base is constantly diversifying, it is necessary to increase awareness of the key role played by education and training in economic competitiveness and social inclusion. As in other EU countries, quality assurance in Slovakia plays a decisive role in modernising education and training systems and in improving their performance and attractiveness. These objectives are widely shared by the Ministry of Education of the Slovak Republic. Education and training systems are being modernised and transformed in terms of more effective management systems and quality assurance. The paper responds to current situation and deficiencies in the educational system of technical and vocational secondary schools in Slovakia in training of qualified workforce for the local and global labour markets. Authors introduces the project "Model for improving the quality of graduates and job applicants in the European labour market" elaborated and submitted by the two Slovak institutions of higher education - Dubnica Institute of Technology in Dubnica nad Váhom and the University of SS. Cyril and Methodius in Trnava. Both institutions are characterized by an experienced staff in the field of educational research. The project aims to the development of a model for improving the quality of graduates and job applicants in European labour market. It focuses on graduates of secondary vocational schools in Slovakia and the acquisition and improvement of their key competences. The pilot stage of the Project deals with theoretical background of quality assurance and specifics of its application in the area of technical and vocational education. In further stage, the project deals with a model for improving the quality of graduates and job applicants, in particular by the application of the elements of the foreign language communication skills improvement, increasing the computer literacy and enhancing the quality of teaching technical and vocational subjects of the target group.