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The teaching method of virtual co-teaching helps the mutual sharing of new experiences and methods of pedagogues in teaching in formal education, through digital technologies. It also facilitates the involvement of practitioners in teaching, which can be a key mechanism for ensuring quality education. This article focused on comparing the effectiveness of co-teaching in two environments, face-to-face and virtual. In terms of methodology, an experiment was used, which was implemented in three independently selected schools, from which eight groups of thirty students were formed. The phenomenon measured was the level of understanding of the material taught during these lessons of history, mathematics and a foreign language. The test results of the individual groups were subsequently analyzed. From the results, we can confirm the null hypothesis based on the independent samples t-test and the Mann-Whitney U test, which indicates that there is no statistically significant difference between the test results of the two groups. However, it is essential to emphasize the added value in virtual co-teaching, which is primarily in the economic aspect and flexibility. Specifically, it is a reduction in the cost of commuting, reduced time and easy availability of experts. These results form the basis for follow-up research that can focus on improving the quality of teaching using this method. |
