On forming key competences within the ICT–supported instruction in higher education

Abstract

The paper presents research results of the two-year pedagogical experiment comparing test scores in three subjects (Database Systems, Management, IT English) taught either in the ICTsupported way or in the traditional face-to-face way at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The main research objective was to find out whether the ICT contribute to increasing learners’ knowledge and consequently to forming key competences. Didactic tests as the main tool were used within the pedagogical experiment which followed the “pre-test – instruction – post-test – post-test2” structure. The research sample included 687 respondents. The results obtained proved there were no statistically significant differences in learners’ knowledge in both approaches to teaching/learning. The results were discussed from two important points of view: (1) teachers’ and learners’ IT competences in teaching/learning and (2) the role of teaching/learning styles. A teaching tool applicable in the ICT-supported process of instruction was provided.