COVID-19: Дистанционное обучение глазами студентов

Представлены результаты изучения и анализа мнений студентов о дистанционном обучении (ДО) на основании опыта, полученного в период пандемии коронавируса COVID-19. Данные, полученные сразу после завершения 2019/20 учебного года в дистанционном формате, позволили сохранить «свежее» восприятие студентами данной ситуации. В ответах респондентов нашли отражение сильные и слабые стороны организации ДО. Их анализ с учетом экстраординарной ситуации чрезвычайно важен для определения стратегий по улучшению ДО.

This article is devoted to the study of students’ views on the distance learning (DL), based on the experience gained during the pandemic of coronavirus (COVID-19). The survey was carried out within two educational institutions at the very end of the distance-learning academic year. This survey provided valuable data on the “fresh look” of students. An analysis of 74 students’ responses collected through online survey showed that 45 % of the respondents generally had a positive attitude towards DL, which is 2.5 times more than the number of negative replies. ¼ of students take a neutral stance. First of all, students see the advantages of distance education not so much in its content, as in a greater degree of comfort (stop wasting time on the road, the opportunity to sleep longer). Enhancing the quality of education takes the last positions in percentage terms. Students see the main weaknesses of DL (more than 50% of the vote) in the quality of connection, lack of face-to-face communication and difficulty in concentrating at home. Poor communication is also associated with the key concerns of students, which are also caused by imperfect organizational modalities and a sense of fear. When asked for what reasons they would like to continue DL, a third of respondents answered that they had no desire to continue distance education at all. For the rest of the surveyed students, the main argument for the possibility of continuing online learning is saving time to get to the university. A quarter of the respondents would not like to continue DL because of the lack of communication, slightly less than ¼ noted that they prefer the traditional form of training. The solution of technical problems and the improvement of DL methods are in the lead among the students’ wishes for the organization of the educational process. Only 9 % of respondents would like to continue distance education in the future. 46% of surveyed, respectively, favour the mixed form of education, 1 % is inferior to those who want to study in classrooms. The obtained data give us guidelines for improving the quality of DL, which in turn require an integrated approach: comfortable digital learning environment for both students and teachers; revision of the norms governing the work of both students and teachers in the Internet space; humanization of the digital educational environment, the development of algorithms for individual trajectories of students’ learning, taking into account the possibilities of digital technologies; a conceptual revision of the forms of assessment in distance learning, taking into account the ‘digital students’ autonomy’, i.e. the ability to use when monitoring available internet data. In mass digital work in emergencies, human participation and increased attention to student difficulties are emphasized.