Perspective of Teachers and Students towards the Education Process during COVID-19 in Romanian Universities

Abstract

The COVID-19 pandemic has created important changes in all areas, highlighting many vulnerabilities, but also opportunities based on the use of technology. This paper aims to provide an overview of the online educational process from two perspectives—that of students and that of professors from Romanian universities. Data were collected from 844 students from Romanian universities disregarding the area of study. To achieve the main goal of this paper, both qualitative (in-depth interviews) and quantitative methods (surveys) were used, the data being processed using the SPSS Statistical software. The results of this paper highlight the discrepancy between the perspectives of the two parties directly involved in the university educational process. The study shows that the pandemic forced both stakeholders to work harder than before, which negatively affected the way the educational process unfolded, the pleasure of the teaching/learning process, the level of enthusiasm, and sometimes even the academic results. The final conclusions of this paper also highlight the need to make financial investments for the acquisition of licenses to create virtual animations or simulations, as well as for training teachers in their use. Research also indicates that to maintain students’ attention in class, especially online, teachers should use new teaching strategies, such as the use of debates and brainstorming sessions.

COVID-19 and entrepreneurship courses in Latin American universities: an analysis of satisfaction comparing students' and lecturers' perspectives

“…These disadvantages of online education have also been recognised in more recent research (Bruschi et al. , 2021; Daugvilaite, 2021; Barbu et al. , 2022; Honig et al.…”

“…Complementarily, Dumford and Miller (2018) noted that one of the disadvantages of online education is that students with more online courses perceive less exposure to effective teaching practices and lower quality of interactions with lecturers. These disadvantages of online education have also been recognised in more recent research (Bruschi et al, 2021;Daugvilaite, 2021;Barbu et al, 2022;Honig et al, 2022).…”

Online Education During the Pandemic: A Systematic Literature Review

“…[114] In the study, it was stated that learners felt less difficulty and lower pressure in online exams compared to regular exams. [94] Online workshops and formative feedback by teachers helped learners improve their learning experience [115] Difficulty in practical work, difficulty in monitoring students, and insufficient feedback [116] Strategies such as debating and brainstorming sessions are recommended to maintain students' attention online. [117] The main obstacle in the practical lessons was the lack of body language.…”

Gender Differences in the Perception of Online Higher Education During COVID -19 Pandemic

“…To the time professors and students previously needed for preparing their classes, it had to be added the extra time required for getting familiar with procedures, technologies, and challenges of online learning. Thus, the pandemic forced both parties to "work harder than before, which negatively impacted the educational process, the pleasure of the teaching/learning process, the level of enthusiasm, and sometimes even the academic results" (Barbu, Popescu and Moiceanu, 2022).…”