Search Results

You are looking at 1 - 2 of 2 items for :

  • Author or Editor: Dóra Tamás x
  • Business and Economics x
  • Refine by Access: All Content x
Clear All Modify Search
Acta Oeconomica
Authors:
András Blahó
,
Dóra Győrffy
,
Tamás Kovács
, and
Qerim Qerimi

László Csaba: The New Political Economy of Emerging Europe (Budapest: Akadémiai Kiadó, 2005, 359 pp.) (Reviewed by András Blahó); George Kopits (ed.): Rules-based Fiscal Policy in Emerging Markets: Background, Analysis and Prospects (Houndmills, Basingstoke, Hampshire, New York: Palgrave Macmillan, 2004, 286 pp.) (Reviewed by Dóra Gyorffy); J. Barkley Rosser, Jr. - Marina V. Rosser: Comparative Economics in a Transforming World Economy (2nd edition) (Massachusetts, Cambridge, London: MIT Press, 2004, 646 pp.) (Reviewed by Tamás Kovács); Bruno S. Sergi: Economic Dynamics in Transitional Economics: The Four-P Governments, the EU Enlargement, and the Bruxelles Consensus (New York, London, Oxford: Haworth Press/International Business Press, 2003, 234 pp.) (Reviewed by Qerim Qerimi)

Restricted access
Society and Economy
Authors:
Dóra Horváth
,
Katalin Ásványi
,
Attila Cosovan
,
Tamás Csordás
,
Julianna Faludi
,
Daniella Galla
,
Zita Komár
,
Éva Markos-Kujbus
, and
Attila Endre Simay

Abstract

The COVID-19 pandemic has resulted in a widespread shift to online education around the world and in Hungary, too. Educational institutions from kindergartens to universities were forced to adapt rapidly to this new situation, when the space of education moved from classrooms to online video meetings; the regular methods and tools needed to be changed or modified. Nonetheless, we should keep in mind that online education itself was an already existing concept before the pandemic as part of digitalization as a current societal megatrend, however it was not widely used in educational institutions across different programs. By 2021, there are university students who have mostly or exclusively participated in higher education online. Online classes could be a new normal situation to these students instead of the pre-pandemic personal activities in physical classrooms, leading to altering the norms of participation. In our research, we collected answers to open-ended sentences from such students. As we wish to understand how students perceive the differences between online and offline education, we investigated the perceived advantages and disadvantages of online-only education, how this influenced their social networks, study efficiency and their whole experience in university education.

Open access