Students evaluation of interaction with the components of the educational environment of the university in the pre-pandemic and pandemic periods

Abstract

The forced transition to distance learning due to the pandemic led to a qualitative change in the components of the educational environment of the university The purpose of article is a comparative analysis of students' evaluation of the educational environment (spatial-subject, communicative and technological components) in regular education before the pandemic and during the transition to distance forms of education during the pandemic. Based on this, a hypothesis was put forward about the correlation between the stage of a student’s subjecthood and the eco-psychological type of his interactions with each of the components of the educational environment in the regular (traditional) and distance (virtual) learning modes. The test subjects were students of the second and fifth years of engineering specialties (N = 159; M = 20.3; SD = 1.5; 68 per cent of girls). To diagnose the evaluation of the interaction of the components of the educational environment, we used the questionnaire, which allows us to evaluate the correlation of each component of the environment with the Eco-psychological types of subject-environmental interactions on an interval scale (from object-object to subject-subject). To assess the stages of the formation of a student’s subjecthood in educational activity, the author modified G. Kelly’s grid, with the help of which the ideographic research method was implemented. The influence of the components of the educational environment on students was determined by stepwise regression analysis. The study identified the stages of the formation of a student’s subjecthood "journeyman" (subject-object and object-subject type), "student" (subject-joint type), "critic" and "creator" (generative subject type) of traditional and digital educational environments. In particular, the increased frequency of the “apprentice” stage of a student’s subjecthood testifies to the dominance of reproductive technologies in teaching both in the traditional (33%) and in the “digital” (22%) environment. In the technological component of the traditional educational environment in the pre-pandemic period, a correlation was revealed with a number of stages of the formation of a student’s subjecthood "observer" (0,20), "journeyman" (0,21), "student" (0,20), "master" (0,17) and "creator" (0,22). Whereas in regard to the “digital” environment, only one inversely proportional relationship with the severity of the “creator” stage (-0,19) in the object-object type of interaction was revealed.