University Students` Attitude to E-learning in the Post-COVID-19 Era (original) (raw)
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The years 2020 and 2021 brought new challenges to teaching and learning in the institutions of tertiary education due to the global COVID-19 Pandemic. They have been the devastating years for many teachers. Innumerable difficulties in professional and personal life increased the stress-striving to survive with the least losses. Temporary measures for remote teaching/learning in spring of 2020 extended until summer of 2021 worldwide and seem unlikely to stop in the nearest future. New challenge of novel online activities made teachers reconsider their teaching philosophy due to an overall lack of students' engagement in spite of the usual and familiar learning procedures. The current crisis outlines the following framework to teaching philosophy: capability, reliability, inability, suitability, ingenuity, and sustainability. This article aims at researching University students' attitudes to remote and traditional learning of English for Specific Purposes. A specially designed survey was administered to 180 full-time students (9 groups, 20 students in each group). Their responses were statistically processed by a means of the SPSS software to compute the Means and Standard Variations and compare the estimates of the between-group and within-group variances. Statistical processing of multiple samples reveals whether observed differences in responses occur at random, i. e. are due to chance, or they are significant, real and meaningful. The scientific analysis of computation data might allow drawing conclusions about students' preferences: which mode of learning-remote or traditional-is beneficial and how much is each of them supportive.
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EDULEARN22 – 14th International Conference on Education and New Learning Technologies, 2022
Distance education is an interdisciplinary field that aims to continue education by removing the space and time limitations between the learner, instructor, and learning resources using technological applications and devices. Most education stakeholders, particularly in higher education, have faced significant challenges during the COVID-19 pandemic, including how to continue teaching and learning, teaching core skills of the majors, and demonstrating professional and practical skills in various situations. Hence, most the students in higher education have different needs regarding distance learning. In Turkey, all courses at the beginning of the COVID-19 Pandemic and several courses during the normalization period were conducted through distance education and facilitated by the distance education centers of each university. Future technological applications should improve distance education by reducing its disadvantages. As a result, it will cease to be a supportive method and become the main educational practice. The spread of distance education comes with several advantages and disadvantages. Within this context, several studies examine various aspects of distance education and discuss how this method could be improved. This study aims to evaluate the attitudes and opinions of 1,200 students who are studying at different departments at Istanbul University in terms of their demographic characteristics. The analysis found significant differences regarding their gender, age, grade level, department of education, and time spent on the internet to improve distance learning. Due to the COVID-19 pandemic, there should have been a strategic shift from a traditional distance learning approach to a more advanced interactive and engaging distance learning environment. More importantly, the student's engagement in the interactive distance learning environment plays an important and crucial role from emotional, behavioral, and cognitional standpoints. Among these standpoints, emotional engagement is the most important since it creates an ecosystem in which the students feel like they belong to the community. This sense of belonging helps university students by establishing a feeling of being together while they reduce the distance between themselves and their friends. Moreover, this feeling of belonging to the community affects students' levels of engagement, which improves their academic, social, cultural, and emotional adjustment, mirrors how it was before the COVID-19 pandemic and makes them feel as though they are in the classrooms and university environment. As a result, the psychological factors have critically affected the other internal factors, such as having close friendships that change their engagements. Additionally, the sociocultural background affects this feeling of belonging while they are improving their learning. Hence, the dynamism of the distance-learning environment has had a significant impact on the higher education students' interactions with peers, teachers, and diverse learning opportunities. In some cases, the interactions among participants have improved through additional technological software, such as WhatsApp, in which each participant can find a voice.
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The aim of this study is to determine distance education students’ perceptions of online learning during the COVID-19 era. The descriptive design was employed to examine students' views on online learning. The population of the study was 876 students from all the campuses and learning centres of Valley View University (VVU) across the country. The Yamane (1967) sample size calculation formula was used to sample the respondents. The questionnaire was the only data collection instrument used in this study. The researcher sent copies of the questionnaire to the participants via Google forms. The IBM- Statistical Product and Service Solutions (IBM-SPSS) was used for the analysis. The study found that the perceptions of the majority of the students toward online learning were negative. The results revealed that smartphones were ranked first with a value of (RII = 0.659) as the devices used by students during online learning classes. The findings indicated that students found it diffi...
Students’ attitude to e-learning
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In the context of the Covid-19 pandemic, the relevance of the transition to remote forms of training has increased not only for part-time students, but also for full-time ones. Online learning, based on the use of various electronic educational platforms, differs significantly from the traditional system and completely changes the entire educational process, including the forms of knowledge acquisition, control and assessment. ELearning has many advantages, but it can only be considered as an addition to traditional forms of training. However, under the conditions of the pandemic, remote learning for a certain period of time became the only form of communication between students and teachers and showed alongside with its advantages its shortcomings as well. It turned out that higher education is not only technically, but also organizationally unprepared for the transition to online education. This work examines the main aspects of the remote learning system as a necessary and effective technology in the current conditions. At the same time, our task is to analyze the negative assessments that students give to the current state of remote education. 1
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