PreprintArticleVersion 1Preserved in Portico This version is not peer-reviewed
Comparison of Digital Coaching Centers and Face-to-Face Coaching Centers in the Context of Shadow Education Institutions: Student and Teacher Perceptions and Academic Achievements of Students
Version 1
: Received: 15 May 2023 / Approved: 17 May 2023 / Online: 17 May 2023 (10:31:13 CEST)
How to cite:
Meço, G. Comparison of Digital Coaching Centers and Face-to-Face Coaching Centers in the Context of Shadow Education Institutions: Student and Teacher Perceptions and Academic Achievements of Students. Preprints2023, 2023051231. https://doi.org/10.20944/preprints202305.1231.v1
Meço, G. Comparison of Digital Coaching Centers and Face-to-Face Coaching Centers in the Context of Shadow Education Institutions: Student and Teacher Perceptions and Academic Achievements of Students. Preprints 2023, 2023051231. https://doi.org/10.20944/preprints202305.1231.v1
Meço, G. Comparison of Digital Coaching Centers and Face-to-Face Coaching Centers in the Context of Shadow Education Institutions: Student and Teacher Perceptions and Academic Achievements of Students. Preprints2023, 2023051231. https://doi.org/10.20944/preprints202305.1231.v1
APA Style
Meço, G. (2023). Comparison of Digital Coaching Centers and Face-to-Face Coaching Centers in the Context of Shadow Education Institutions: Student and Teacher Perceptions and Academic Achievements of Students. Preprints. https://doi.org/10.20944/preprints202305.1231.v1
Chicago/Turabian Style
Meço, G. 2023 "Comparison of Digital Coaching Centers and Face-to-Face Coaching Centers in the Context of Shadow Education Institutions: Student and Teacher Perceptions and Academic Achievements of Students" Preprints. https://doi.org/10.20944/preprints202305.1231.v1
Abstract
This article discusses the comparison between digital and traditional face-to-face coaching within the scope of shadow education institutions. While analyzing the differences and similarities between the two educational models, both their advantages and disadvantages are thoroughly discussed. In this context, interviews were conducted with students and teachers who receive education in both face-to-face and digital coaching, and the positive and negative aspects of both institutions, suitable and unsuitable courses, the future situation, and the effects on students' academic achievements were revealed. According to the results obtained from the research, it is noteworthy that students who do not receive education in digital coaching have prejudices against digitalization. Additionally, no significant difference was found between the academic achievements of students receiving education in digital coaching and those receiving education in face-to-face coaching.
Keywords
Informal learning; Computers in education; Distance education and online learning; Learning communities; Mobile learning
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.