Evaluation of students’ attitude toward distance learning during the pandemic (Covid-19): a case study of ELTE university

Abstract

Purpose Covid-19 has prompted higher institutions around the globe to relocate traditional classes to online classes. Eötvös Loránd University (ELTE) was no exception. It had already drawn up limited strategies regarding distance education, but those Web-based platforms were provided only to students with special needs. Due to the pandemic, all ELTE students were compelled to use online platforms that the university provided, such as Microsoft Teams and Zoom, to resume their studies. This study aims to evaluate the initial experience of students in using these new platforms. It also explores the effects distance learning has on students’ satisfaction and attitudes toward their education. Design/methodology/approach By using a quantitative approach, students’ attitudes toward e-learning and their access to tech-platforms, use of those platforms and satisfaction with online courses are processed and analyzed via a statistical package for the social sciences. Findings The results of this study show that distance learning is still in the development stage, and although traditional classrooms appeared to be indispensable, the positive attitudes and willingness of the majority of students to engage in distance learning classes in the post-COVID19 pandemic indicate that there is an immense potential future for e-learning platforms in higher education institutions. Originality/value The distance learning approach has been the only way for institutions worldwide to resume studies during the pandemic of Covid-19. Students faced mixed feelings of perplexity, loneliness, uncertainty over what is going to happen with classes, exams, graduation and other significant activities impacting their study path; irrespective of their daily struggles with the hard accessibility to means of e-learning and personal potential health problems. This evaluation is considered as a roadmap for institutions to follow-up and to improve the organizational and educational shortcomings they met.

La voz de los estudiantes ante la reconfiguración de la actividad docente universitaria en la pandemia

“…Según la bibliografía consultada, no muy abundante dado que es un fenómeno muy reciente, los principales problemas del alumnado se concentran a nivel mundial en tres dimensiones (Fig. 1) (Ismaili, 2021;Mu, 2020;Scull, Phillips, Sharma, & Garnier, 2020), trataremos con este estudio de ver cuál es la situación en el caso de las universidades de la Comunidad Valenciana.…”

“…Hay quien afirma que "la situación actual no es enseñanza en línea sino más bien Educación a distancia de emergencia" 2 . Se ha producido un auge de herramientas de e-learning como Microsoft Teams o Zoom y se han tratado de adaptar las formas de evaluación a esta situación (Ismaili, 2021). Sin embargo, la inmediatez de la situación y la dificultad del tránsito repentinamente de un modelo a otro ha hecho que el pilar de la educación superior se haya visto comprometido.…”

University Students’ Classroom Emotional Climate and Attitudes during and after COVID-19 Lockdown

“…When 108 Hungarian university students were asked about their access to online learning and their attitudes to learning during lockdown, they were somewhat positive and willing to engage with learning via this medium [8]. A study of gender and ethnic differences in motivation and sense of belonging (8 items) amongst 283 students studying chemistry online during COVID-19 lockdown at US universities [9] revealed lower motivation and sense of belonging among females compared with males.…”

European Cultural Heritage and Skills Development Course for Adult Learners’ Self-Development

“…In fact, e-learning is not a recent invention. It originated with the spread of the Internet in the 1990s (Ismaili, 2021). However, during the pandemic, e-learning gained its momentum and became mandatory.…”