Digital Communication Tools and Knowledge Creation Processes for Enriched Intellectual Outcome—Experience of Short-Term E-Learning Courses during Pandemic

Abstract

Social isolation during the pandemic contributed to the transition of educational processes to e-learning. A short-term e-marketing education program for a variety of students was introduced in May 2020 and is taught entirely online. A survey was conducted regularly in the last week of training using Google Forms, and three cohorts were surveyed in July, September, and December 2020. A high level of satisfaction indicates an interest in the content and a positive assessment of the level of comfort of an organization adapted to the needs of students; this positive result contrasted with the negative opinion of the remote learning in Russia since March 2020, and this surprising satisfaction of students has motivated the study to try to explain its reasons. This result was compared with the short-term course taught through the educational pedagogical platform of a university. The students of traditional short- and long-term university programs were asked to assess their satisfaction with different digital communication tools used for e-learning. They showed low satisfaction with the pedagogical platform and a positive reaction to the e-communication tools (messengers, social media, short surveys, video conferences, etc.). The qualitative responses helped to better understand the real problems of the cognitive process and the triple structure of intellectual production during e-learning, including interest in the intellectual outcome, the need for emotional and motivational elements of cooperation and competition between students, and smooth behavioral enrichment, which requires special efforts from students and their leading from teachers. The main conclusion concerns a practical decision to continue the implementation of the educational program in the form of an online course with the use of the mixed digital communication tools of social media, messengers, and video conferences, which most likely meets the expectations and capabilities of students.

Conditions and Determinants of Distance Education for Students during the COVID-19 Pandemic—Evaluation in the Kuyavia-Pomerania Region in Poland

“…A study conducted at Universidad del Valle de México confirmed teachers' ability to assimilate quickly in the Ms Teams environment [48]. Satisfaction with a range of digital communication tools used for elearning was demonstrated in a study conducted among students in St. Petersburg in 2020 [49].…”

Lecturer Readiness for Online Classes during the Pandemic: A Survey Research

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Effectiveness of a Collaborative Platform for the Mastery of Competencies in the Distance Learning Modality during COVID-19

“…Faced with the new situation of online teaching, brought about by COVID-19, teaching has been forced to seek and create new forms and spaces that allow future teachers to develop them effectively. Several authors have pointed out the difficulty and complexity of creating spaces that enable the development of these transversal competences online [41,42]. However, authors such as [43,44] proposed a new paradigm that links learning theories with technological tools based on a sociocultural vision of cognition that advocates that learning processes are essentially social in nature and are nourished by technology in terms of the potential it offers for creating, enriching or favouring interpersonal learning contexts, which they call computer-supported collaborative learning (CSCL).…”