DISTANCE LEARNING: RESULTS OF A SURVEY OF TEACHERS AND COLLEGE STUDENTS

Authors

DOI:

https://doi.org/10.33407/itlt.v86i6.4343

Keywords:

distance learning, psychological perception of distance learning, professional training of a specialist, improving professional training, college

Abstract

The article actualizes the problem of perception of distance learning by subjects of the educational process in general and within institutions of professional pre-higher education (colleges). A possible way of its solving is proposed, which is based on a comparative analysis of teachers' and students' opinions of institutions of professional pre-higher education (colleges) on the psychological perception of distance learning. The experience of using distance learning abroad both before the epidemic of coronavirus infection (COVID-19) and during its spread is described. Domestic and foreign recommendations on the introduction of distance learning are summarized. The questionnaire survey results of distance learning and their analysis according to the developed author's questionnaire are presented. The survey questions were related to the general characteristics of the state of distance learning during the pandemic and the characteristics of teachers and college students' psychological perception of distance learning. The conditions of its positive perception by students and teachers are characterized. The emergence of causal chains is justified: "low quality of teaching materials – low level of knowledge – indignation at the unfairness of assessment – decreased motivation to learn" (for students) and "lack of technical and methodological assistance – problems with timely and high-quality assessment – conflicts with students – emotional stress and burnout" (for teachers). Based on the correlation analysis, a statistically significant connection between the thoughts of students and teachers about the prospects of distance learning and the ambiguity of the results of distance learning is shown. The problematic factors were identified: imperfect feedback, lack of empathy and interaction, which are able to motivate students to learn; low self-awareness and self-discipline of students, problems with the objectivity of the assessment of knowledge.

The ways of improving distance learning (technical, material, psychological, administrative), which can improve the attitude to distance learning, are described. Prospective ways to improve the psychological conditions of distance learning have been designed.

 

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Author Biographies

Yuliia О. Rudenko, Sumy professional College of Economics and Trade

PhD of Pedagogical Sciences, Head of the Department of Finance, Accounting and IT

Olena V. Semenikhina, Makarenko Sumy State Pedagogical University

Doctor of Pedagogical Sciences, Professor, Chair of the Department of Computer Science

Inna I. Kharchenko, Sumy National Agrarian University

PhD of Philology, Associate Professor at the Department of State Law Disciplines and Ukrainian Studies

Serhii M. Kharchenko, Sumy National Agrarian University

PhD of Pedagogical Sciences, Associate Professor, Head of the Department of Physical Education

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REFERENCES (TRANSLATED AND TRANSLITERATED)

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Ministry of Education and Science of Ukraine «Strategy for the development of higher education in Ukraine for 2021-2031». [Online]. Available: https://mon.gov.ua/storage/app/media/rizne/2020/09/25/rozvitku-vishchoi-osviti-v-ukraini-02-10-2020.pdf. Accessed on: February 11, 2020. (in Ukrainian).

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M. Hannay, and T. Newvine, “Perceptions of distance learning: A comparison of online and traditional learning”, Journal of Online Learning and Teaching, vol. 2(1), pp. 1-11, 2006. [Online]. Available: http://www.sciepub.com/reference/298360. Accessed on: May 25, 2020. (in English).

M. Niari, E. Manousou, and A. Lionarakis, “The Pygmalion Effect in Distance Learning: A Case Study at the Hellenic Open University”, Hellenic Open University, pp. 36–52, 2016. (in English).

Sh. Dhawan, “Online Learning: A Panacea in the Time of COVID-19 Crisis”, Journal of Educational Technology Systems, Jun 20 2020. doi: https://doi.org/10.1177/0047239520934018. (in English).

O. Babatunde Adedoyin, and E. Soykan, “Covid-19 pandemic and online learning: the challenges and opportunities”, Interactive Learning Environments, doi: https://doi.org/10.1080/10494820.2020.1813180. (in English).

R.Winthrop, “Top 10 risks and opportunities for education in the face of COVID-19 education plus development”, Education plus development, April 10, 2020. doi: https://doi.org/10.1177/0047239520934018. (in English).

Z. Yan, and R. Gaspar, “Emerging Technologies, Human Behavior, and Human Behavior and Emerging Technologies”, Human Behavior and Emerging Technologies, vol. 1, pp. 4-6, 2019. (in English).

Е. Pomytkin, L. Pomytkina, and О. Ivanova, “Electronic resources for studying the emotional states of New Ukrainian School teachers during the Covid-19 pandemic”, ITLT, vol. 80, no. 6, pp. 267–280, 2020. (in Ukranian).

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P. T. Knight, “Education for all through electronic distance education. [Online]. Available: http://aie.msk.su/english/ confer /conf94/conf12.html. Accessed on: September 06, 2020. (in English).

T. Nestorenko, and T. Pokusa, Education during a pandemic crisis: problems and prospects, Opole: The Academy of Management and Administration in Opole, 2020. (in English).

O. Emily, and S.Ellen, “Establishing Presence in an Online Course Using Zoom Video Conferencing”. [Online]. Available: https://scholarworks.boisestate.edu/2019.html. Accessed on: September 06, 2020. (in English).

C. Gomez, R. Vuorikari, and Y. Punie, “DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use”, EUR 28558 EN, Publications Office of the European Union, Luxembourg, 2017. [Online]. Available: https://publications.jrc.ec.europa.eu/repository/handle/JRC106281. doi:10.2760/38842. Accessed on: September 06, 2020. (in English).

Yu. Rudenko, and O. Semenikhina, “Analysis of distance learning experience in colleges of Sumy region of Ukraine”, Education during a pandemic crisis: problems and prospects. Opole, pp. 175-181, 2020. (in Ukrainian).

N. Dehtiarova, S. Petrenko, and Yu. Rudenko, “Pedagogical design in the context of blended learning for future computer science teachers”, Modern approaches to the development of knowledge management. Ljubljana. Slovenia. рр. 313-323. [Online]. Available: https://www.vspv.si/uploads

/visoka_sola/datoteke/mono__ljubljana_school_of_business_2020.pdf Accessed on: September 06, 2020. (in English).

V. K. Gokuladas, and S. K. Baby Sam, “Psychological and Operational Challenges in Educational Field amidst Pandemic”, Revista Romaneasca pentru Educatie Multidimensionala, vol. 12(2Sup 1), pp.143-151, 2020. doi:https://doi.org/10.18662/rrem/12.2Sup1/300. (in English).

R. Molea, and A. Năstasă, “How Romanian Higher Education Institutions Have Adapted to Online Learning Process in the COVID-19 Context through a Student’s Eye”, Revista Romaneasca pentru Educatie Multidimensionala, vol. 12(2Sup1), 2020, 175-181. doi: https://doi.org/10.18662

/rrem/12.2Sup1/304. (in English).

X. Zhu, and J. Liu “Education in and After Covid-19: Immediate Responses and Long-Term Visions”, Postdigital Science and Education, pp. 1–5, 2020. doi: https://doi.org/10.1007/s42438-020-00126-3. (in English).

Published

2021-12-30

How to Cite

Rudenko Ю. О., Semenikhina О. В., Kharchenko І. І., & Kharchenko С. М. (2021). DISTANCE LEARNING: RESULTS OF A SURVEY OF TEACHERS AND COLLEGE STUDENTS. Information Technologies and Learning Tools, 86(6), 313–333. https://doi.org/10.33407/itlt.v86i6.4343

Issue

Section

ICT to support psychological and educational research

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