In the Search for the Golden Mean: Students` Satisfaction with Face-to-Face, Blended and Distance Learning

Abstract

At the present time, digital educational technologies are gradually being introduced into the sectors of education aimed at the complex competencies that combine psychomotor skills and soft skills. Particularly, special tactical police training is aimed at the formation of specific police skills of tactical progression, disposition, communication, as well as decision-making and problem-solving skills. Considering the prevailing tendency in post-Soviet countries to use traditional apprenticeship in police special tactical training, the most justified is the implementation of the concept of cognitive apprenticeship. This concept, on the one hand, allows to create such complex police skills for an unpredictable, chaotic workplace environment, as decision-making and problem-solving, and on the other hand, is based on the teaching experience accumulated by instructors. The important outcome of the orientation of police training on soft skills by the above approaches is the satisfaction of students. In this regard, the study examines the levels of academic satisfaction from traditional, blended, and distance learning. Distance learning was implemented during quarantine due to the Covid-19 pandemic. The study found a higher degree of the students` satisfaction with blended learning than satisfaction with face-to-face and satisfaction with distance learning.

Psychometric properties of a questionnaire on medical students’ satisfaction with a community health program

“…This new reality necessitates the construction and maintenance of assessment techniques to ensure the continued effectiveness of the academic educational programs or activities [22], [23]. Published studies from academic programs such as engineering and hospitality have developed instruments that can effectively measure learners' satisfaction with field programs in diverse learning situations where programs may have been transformed from real to virtual visits and vice versa [24]- [27]. However, lack of such tools in the medical field, particularly in community health programs remains a challenge for health academic institutions as they thrive to ensure the continuity of educational packages.…”

Distance education in the higher educational institutions of the ministry of internal affairs

“…Regarding the motivation of cadets, according to some American researchers, the problem of low motivation of students in the framework of distance learning can be solved with the help of high-quality material and technical preparation of the course, evaluation of the effectiveness of training, self-regulation of the educational process by students [21,22]; 4. One of the key issues is the problem of user authentication during the knowledge check [13,23,24]. Most distance programs still provide a face-to-face examination session because it is difficult to identify who is on the other side of the screen in online communication mode if a specific password and login are used as identity verification.…”

Pedagogical conditions for the introduction of blended learning technologies in ukrainian higher education institutions

“…The last two points should be discussed in more detail. Democratic, open and productive communication between participants in the educational process in blended learning conditions is possible only if certain rules are followed (Valieiev et al, 2021). However, since these rules have not been formalised (and not always obvious to participants in the educational process), communication problems are among the most popular among both teachers and students.…”