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Abstract
The article deals with the research on assessment preferences reflected in learning styles within English for Specific Purposes (ESP) instruction on the higher education level. The sample group consisted of 287 respondents of the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The main objective of the research was to discover expected correlations between respondents' learning styles and relating preferences in selected assessment formats. Two questionnaires were applied to reach the objective; however, the expectations did not prove. The discovered findings were discussed within the world context.

Objectives: The purpose of this study is to detect and analyze some factors which hinder or contribute to the positive use of the Internet by older people living in Central Europe, specifically in one region of the Czech Republic. Methods: The key method is a questionnaire whose results were processed by using a model of logistic regression. The research sample includes 432 seniors from senior houses, municipal ICT courses and the University of the Third Age, all coming from the region of Hradec Kralove in the Czech Republic. Findings: The findings of the proposed model confirmed that the key determinants in the Internet use by older people were age, previous experience with IT in their past occupation and active use of IT enhanced by some kind of training, in this case attending IT courses of the University of the Third Age. Education and gender have not proved to be significant determinants in this study. Novelty/ improvement: The introduced model of logistic regression enriches current literature on the subject by emphasizing the possible factors that influence the use of the Internet by seniors in the region. The survey also investigates which factors in comparison with each other act more and which less, and which factors are significant within the model and which are not. Doi: 10.28991/esj-2021-01317 Full Text: PDF

Intro -- Preface -- Organization -- Contents -- Keynotes -- Pedagogic Practice in Blended-Learning -- Abstract -- 1 Introduction -- 2 Teaching and Learning -- 2.1 Teaching -- 2.2 Learning -- 3 Blended Learning -- 4 Conclusion -- References -- Understanding Undergraduates' Adoption of Flipped Learning: Integrating UTAUT and Social Presence -- Abstract -- 1 Introduction -- 2 Theoretical Framework -- 2.1 Flipped Learning -- 2.2 Unified Theory of Acceptance and Use of Technology -- 2.3 Social Presence -- 2.4 Research Model and Hypotheses -- 3 Methodology -- 3.1 Participants -- 3.2 Procedure -- 3.3 Instrumentation -- 3.4 Data Collection and Analysis Procedure -- 4 Results and Discussion -- 4.1 Overview of the Survey -- 4.2 Confirming the Measurement Model -- 4.3 Structural Equation Modeling Analysis -- 4.4 Discussion -- 5 Conclusion -- Acknowledgments -- References -- Double Helix Deep Learning Model Based on Learning Cell -- Abstract -- 1 Introduction -- 2 Deep Learning Support System Based on Learning Cell -- 2.1 Online Behavior Interactive Module -- 2.2 Knowledge Evolution Module Based on Collaborative Wisdom -- 2.3 Visualization and Aggregation Module for Multi-Connected Behavior -- 2.4 Evaluation Module for Motivating Deep Learning -- 3 Double Helix Deep Learning Model -- 3.1 Achieving the Cognitive Development of Higher-Order Ability -- 3.2 Multi-Level Learning Behaviors Promoting Cognitive Input -- 3.3 Developmental Support Based on Social Knowledge Network -- 4 Open Course Design Practice of Deep Learning -- 5 Summary -- References -- Johann Amos Comenius and His Legacy at the Information Age -- Abstract -- 1 Introduction -- 2 Comenius Significance in His Time and Now -- 2.1 Comprehensive Consideration -- 2.2 Democracy and Psychology in Comenius Legacy -- 2.3 Two Influential Thinkers and Their Approach to Nature.