Perceptions regarding Distance Learning in Higher Education, Smoothing the Transition

Abstract

This paper presents the perceptions on distance learning approaches, assessed through an online survey, using experimental design of ideas (Mind Genomics). Students and professors of higher education institutions who had not yet experienced distance learning before COVID-19 pandemic period participated in the study. The participants belong to the universities located in Mediterranean basin, e.g., Albania, Italy, Morocco, Algeria and few African countries. Results suggest that distance learning will shift many of the responsibilities formerly on the professors to those of the students. The data suggests the need for emotional support during this transition, specifically to maintain interaction among students and professor as well as among students themselves in distance learning platforms as in traditional classrooms. The study shows that the effectiveness and the interactivity of this new paradigm are very important and any further developments of distance learning should provide strong support for these components. The position of the professor is indispensable as the guide to the entire process, suggesting that at least at the time of this writing (2020) distance learning approach is perceived only to be an intermittent complementary path to in-person interactions.

A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education

“…In addition, the concept of teaching strategies is related to study strategies. To obtain constructive study strategies, structure, flexibility, good planning, and good interaction are important, according to several studies [10,12,57,59,60]. Finally, study strategies depend on appropriate and functional technological devices, digital equipment, and digital competence, something that became particularly evident during the pandemic [52,61].…”

“…The quality of teaching occurs in the interface between students and teachers. Particular emphasis has been placed on the importance of interaction and communication between teachers and students [60]. As in other studies, a Swedish survey displayed that many students indicated that the quality of their education was perceived as declining [65].…”

“…The transition to emergency distance education for teachers also affects students' study strategies. For example, students need emotional support during the transition to distance education [60]. Time aspects, assessment changes, structures, and flexible pedagogy seem to be important in teachers' transitions.…”

“…Another variable affecting students' learning strategies is obviously teachers' teaching methods, which is profoundly affected by the transition to remote teaching, according to, for example, Aktan [3], Boström and Löfqvist [12], Carillo and Flores [62], Kee [65], Knowles and Kerkman [51], Skulmowski and Rey [62] (2020), Song and Vermunt [58], and Todri [60]. A common theme appeared in the articles: to enable the development of metacognitive strategies mentioned above, functioning interaction and communication between students and between teachers and students, findability, and well-prepared lesson plans with thought-out structure, adjusted examinations, and so on are needed.…”

Trust and Expectation Measured With Proejctive Iconics

“…Next, select four answers to each question. The answers should illustrate all points of view regarding the questions (Todri et al, 2020). The study deals with the issue of WHO CAN ONE TRUST in 2021, a topic of interest in terms of the problem, the individuals, and the specific actions.…”