Master Students’ Perceptions of Blended Learning in the Process of Studying English during COVID 19 Pandemic in Ukraine

Abstract

The academic year 2020/2021 in higher education institutions in Ukraine began under the conditions of deteriorating epidemiological situation caused by the spread of Covid-19 pandemic. Students’ training was recommended to be carried out in the form of distance learning or blended learning. This research aims to analyse Master students’ perceptions of blended learning in the process of studying English in higher education institutions. The study presents the integrated course “Foreign Language for Specific Purposes (English)” developed for Master students of Pavlo Tychyna Uman State Pedagogical University. The experiment involves 84 respondents. The empirical basis of the study is the results obtained during three-months’ work with master students. Theoretical, empirical and statistical methods are used to conduct the study. The study investigates benefits and challenges of blended learning in studying English by Master students. The results of the questionnaire indicate the quality of teaching the course “Foreign Language for Specific Purposes (English)” as moderately positive and point out blended learning as an essential streamlined approach for creating effective learning experiences. The obtained results confirm the favourable Master students’ perceptions of blended learning in studying English during Covid-19 pandemic. Based on the findings of the study, which indicate benefits and challenges of blended learning in studying English, the authors give recommendations to improve the course “Foreign Language for Specific Purposes (English)”.

Students’ Perception on Blended Learning in English Class at Post Covid Condition

“…To get the data of students perception in using B-leaning in post covid, the researcher used the questionnaire which adopted from (Bezliudna et al, 2021). The questionnaire has been used in their research and already calculated for the validity.…”

Implementation of Blended Learning during COVID-19

“…Individually, the students highlighted the flexibility they had with BL to organize their time and follow the pace of study that best suited them [17,18,21]. In particular, the fact that they did not have to travel to the university for classes saved them time that they invested in studying or in other activities.…”

“…Many students perceived that BL made it difficult for them to adequately demonstrate their knowledge. This was because the students did not have the necessary training to handle and solve the problems using the different tools, generating in them the assumption that they did not show an adequate performance [21].…”

“…In terms of socialization, the advent of BL has reduced in-person interactions among students, leading, in some cases, to a sense of social isolation among the students [21]. However, online communications in the realization of lecture activities, together with the use of social networks, have mitigated the feeling of isolation expressed by students [28].…”

Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach

“…However, no studies have been found that analyse BL using an experientially oriented approach (focusing on the student as a customer) and, even more importantly, that analyse the relationships that the concepts of experience, satisfaction and commitment have with each other. It is known, in particular, that BL can improve student performance [3] or be satisfactory [4]. Nevertheless, the impact of BL on student commitment through satisfaction, which is considered an intermediate outcome of the student experience and leads to student commitment, has not been studied, least of all during a pandemic period.…”