Study of Satisfaction with the Organization of the Studying Process in Remote Mode during the COVID-19 Pandemic: Case UrFU named after the First President of Russia B.N.Yeltsin

Abstract

Research background: The current situation in the country and the world related to the COVID-19 pandemic has had an impact on almost spheres of human life including Education which have undergone total functional changes. The key aspects of the transition to remote learning are: monitoring the process of remote learning and feedback from students; technical and competence-based equipment of the educational process; the organization, format and quality of training; self-organization of educational activities and its effectiveness. Purpose of the article: To study the strengths and weaknesses, of the activities for the transition to remote learning mode in order to develop technologies to improve these processes if there is a need for them in the future. Methods: The tools of empirical sociological research are based on the author’s questionnaire, structured in blocks in accordance with the key aspects of the transition to remote learning. Respondents: students of Ural Federal University named after the first President of Russia B.N. Yeltsin. Findings & Value added: Strengths include technical equipment and respondents’ digital competence. The weak points include the general methodological unavailability to study remotely, namely, the development and implementation of educational tasks; shortcomings in supporting the learning process by the Department/Dean’s office/teachers; the inability of students to self-organization and self-control. The main recommendations include the need to develop digital competencies of respondents, mastering self-management technologies; creating digital studying methodical complex of disciplines in parallel with traditional studying ones; mastering digital communication without losing the content and meaning of training and education.

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“…The challenges presented to both instructors and students during the evolving COVID-19 pandemic have truly challenged the ways in which pedagogy is used to regain, sustain, and engage students' attention, given the inherent challenges associated with remote learning (Eadens and Eadens, 2021;Gelles et al, 2021;Lysenko and Tokareva, 2021;Mamun et al, 2021;McCormak et al, 2021;O'Sullivan et al, 2021). This has placed an enormous amount of pressure on instructors to find novel, unique, and creative ways to engage their students to maintain their interests and academic momentum from prior to COVID-19 until the situation becomes resolved.…”