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\fancyhead[HCO]{9th Int. Conf. on Mathematics and Informatics,
	September 7-8, 2023, T\^argu Mure\c s, Romania}
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\begin{center}{\Large\bf
Evolving teaching methods: balancing traditional teaching and e-learning in mathematics education
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\begin{center}{\large\bf\noindent
Nagy Zsuzsanna Timea
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Sapientia Hungarian University of Transylvania, Faculty of Technical and Human Sciences, Târgu-Mureş \\
University of Debrecen, Faculty of Informatics, Debrecen
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nagy.zsuzsa@ms.sapientia.ro
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Technology's fast evolution impacts teaching methods, especially due to the pandemic's shift to online education. Institutions seek a balance between traditional and e-learning, leveraging benefits from each. Conventional teaching encourages active participation, while online lectures rely on prepared slides and recordings.

The research explores students' views on two math education approaches: retaining traditional elements in online settings and carrying online practices back to physical classrooms. Data from sixty undergraduates, collected trough questionnaires and analyzed statistically, shows appreciation for both methods in term of satisfaction and perceived learning outcomes. 
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\begin{thebibliography}{9} 
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A. A. Al-Qahtani, S. E. Higgins, Effects of traditional, blended and e‐learning on students' achievement in higher education, \textit{Journal of computer assisted learning},  (2013) 29(3), 220-234.
\bibitem{2.}
A. Raes, L. Detienne, I. Windey, F. Depaepe, A systematic literature review on synchronous hybrid learning: Gaps identified. \textit{Learning Environments Research}, (2020) 23(3), 269-290.
\bibitem{3.}
Q. Wang, C. Huang, C. L. Quek, Students’ perspectives on the design and implementation of a blended synchronous learning environment. \textit{Australasian Journal of Educational Technology}, (2018) 34(1).
\bibitem{4.}
 Y. Shi, M. Tong, T. Long, Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study, \textit{Computers \& Education},  (2021) 168, 104193. 
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