Social aspects of introducing online learning - the students' perspective

Abstract

The article presents the introduction of online learning at universities in Poland, which was a solution aimed at preventing, countering and combating COVID-19. Attention was drawn to the perception of this change by the stakeholders, i.e. students. The analysis examines students’ concerns regarding the implementation of this form of learning in selected areas related to access to technology, the organization of classes, and the participation in them, social interactions and administrative activities. The aim of the research was also to ascertain students’ opinions on the consequences of the implemented change and on the actions aimed at facilitating the transition to online learning undertaken by the authorities and university employees. The research was conducted with the use of an electronic survey questionnaire. The responses of 189 full-time university students were analyzed. Based on the results of the research, communication between students and university authorities, as well as the involvement of participants in the process of change were considered as key elements in the implementation of online learning. Among the important activities there were those that enable participation in online learning (provision of equipment, programs, licenses) and those that support learning (access to library resources). As regards the latter, conclusions were formulated concerning the planning of teaching, i.e. the content and the way of transferring knowledge.

Influence of Digital Competence on Perceived Stress, Burnout and Well-Being Among Students Studying Online During the COVID-19 Lockdown: A 4-Country Perspective

“…4 In the majority of cases, this transfer was done without a proper preparation and/or even providing just a limited support for educators and students. 5 The use of digital Learning Management Systems (LMS) has recently turned into a necessity, transforming educational institutions and the habits of educators and students. Students have suddenly had to force themselves to take responsibility for their own learning although they get together with the educators through online platforms.…”

“… 11 Moreover, research conducted on a sample of 200 students in Poland showed that students in particular were concerned that online learning would affect class-related issues, such as too much material for self-study, insufficient time to write final papers, or disruption of the course of exams. 5 Another study showed that perceived usefulness, computer self-efficacy and previous experience have a significant positive influence on students’ attitude toward e-learning. 22 A study by Mishra et al 23 at a university in India proved that although online learning during the pandemic was a new experience for students and they felt stressed, they appreciated the initiative taken by the university administration regarding online counselling services for their well-being.…”

Nursing students' burnout, stress, and coping during the COVID-19 Pandemic

“…People who were unhappy were doing so because of the fears of pandemics as well as personal transformations (Data.europe.eu. 2020; Pokhrel and Chhetri, 2020;Lis et al in 2020).…”