THE IMPACT OF E-LEARNING TO SCORE IN THE EXAM IN EMM COURSE

The aim of this paper is to investigate whether there is a difference between the study results of students using e-learning support and those who do not. Questions have been raised by several authors on how to contribute to improvement in the quality and efficiency of education in a compulsory course such as Economic Mathematical Methods (EMM) at the Faculty of Business and Economics, Mendel University in Brno. First of all, the authors would like to provide effective e-learning support for students in part-time form of study, whose range of hours has dropped to 16 (in full-time form of study is 52 hours). E-learning support has two aspects: solved examples regarding topics in the course as well as computer programs designed for practising the methods. The programs were developed to match the practices used in the lessons. The goal was to encourage students' interest in mastering their chosen methods in their studies. In case of difficulties, so the user can clearly determine whether the error made is numerical or as a result of failure of the algorithm. So far five computer programs have been created and given to students of the course via e-learning support available in Czech and English languages.