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The article presents knowledge about the modified e-learning on-line synchronous teaching of digital systems, which took place in the period of widespread closure of schools during almost the entire school year 2020/2021 at a secondary school with an IT focus. The importance of teaching digital systems in computer science and the integration of teaching into available lessons is briefly clarified. Furthermore, the content of teaching is presented, including its modification by elements of programming by DCBLP discourse and links to existing knowledge about this use from previous years. The subject of research interest will be the specific effects of changes on students' opinions regarding the content of the subject. For this purpose, a qualitative investigation based on the design of the grounded theory will be used. The work brings partial knowledge that can serve as additional material for the determination of other research questions, hypotheses and identification of potential problems in teaching. The results show the pupils' interest in the digital systems enriched by the programming discourse reveals the possible perception of a long time distance learning in this area. [ABSTRACT FROM AUTHOR]

The article describes a new form of e-learning - adaptive e-learning. The theory of this form is based on a series of pedagogical-psychological rules which are aimed at the technical possibilities of today's IT. The very basics of adaptive e-learning is comprised of the student's learning style and a group of algorithms which will assign a suitable study material to the student according to his/her learning style. This whole process is automatized and secured by a virtual teacher - control manager. Its functions will be described in detail in this article. [ABSTRACT FROM AUTHOR]

E-learning instruction adapted according to student study characteristics stands on three basic pillars: a definition and recognition of the student's learning style, adaptable study supports and a correct assignment of an instructional style to a specific student and his/her learning style. This paper is a continuance of the paper [1] about student learning style analysis and adds the "second pillar", the study support analysis and the design of their structure in a way which would enable a compilation of study supports optimized and tailored to all the student types with their different learning styles. [ABSTRACT FROM AUTHOR]

We live in a society in which information and communications technologies (ICT) are becoming a driving force for its development. E-learning is obviously a part of this. The basic thought for creation of an adaptive e-learning environment is respecting and supporting differing learning styles of students, by which it is then possible to prepare a learning environment that is more effective, with enhanced user-friendliness and quality. This paper describes a draft adaptive education model and the results of the first part of the solution - definition of learning styles, pilot testing on students and an outline of further research in the area of teaching styles of teachers. [ABSTRACT FROM AUTHOR]