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EVALUATION OF DIFFERENCES IN DISTANCE LEARNING TECHNIQUES AT SELECTED UNIVERSITIES IN THE V4 REGION

The coronavirus pandemic has affected all industries worldwide and has not escaped university academia. Many universities have had to switch from full-time to distance learning over the past academic year. Security education is a specific form of education as it is a combined combination of mainly managerial, technically, and legally oriented subjects. Security education is carried out at several European universities and focuses mainly on the local, landscape-level of security. To determine the impact of the corona crisis on teachers, a questionnaire survey was conducted, which was attended by teachers from three European countries. Specifically, these were teachers dealing with security and working at the University of Zilina (SK), the Academy of the Police Corps (SK), Tomas Bata University (CZ), and the University of public service (HU). Almost 80 teachers took part in the survey and it aimed to find out and evaluate the effectiveness of managing the distance form of teaching during the coronary crisis. From the results obtained by the survey, it was possible to point out the previous use of online forms of teaching, especially e-learning, as well as the impact of teachers' pedagogical practice on the way of communication with students. It is the parameter of using modern technologies and social networks to deepen the relationship between teachers and students that we could consider as one of the main indicators of a modern teacher. We also obtained an overview of changes in the conditions of completing the course before and during the coronary crisis, where due to the current situation, some teachers were forced to change the type of subject exam. However, the coronacrisis and the circumstances associated with it at the named but certainly also other universities also pointed out shortcomings in the possibilities of using either online lecture programs or e-learning. These shortcomings could include the inconsistency of the use of a selected type of lecture program at a university or workplace, and especially in many cases the low level of knowledge about the use and administration of such types of programs. It would, therefore, be appropriate for all universities to invest time and money in educating their staff in online lecture programs. In the future, in the event of a similar pandemic, but also in general, it would be appropriate to recommend a single online lecture program for the European level. The uniformity of online lecture programs would facilitate the acclimatization of foreign Erasmus + students, as they would work with a program known to them.