Student Perceptions of Online Learning During the Pandemic: A Change in Social Dynamics at a Swedish University

Groß, Joachim; Uppsall, Caroline

doi:10.1109/fie56618.2022.9962518

Cited by 2 publications

(4 citation statements)

References 20 publications

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“…Surveys by Huang et al [38] in southern China also show the reduced motivation of students, although there were significant differences in students' online learning skills. Gross and Uppsäll [39] obtained similar results in Sweden in the case of IT students. Students were less motivated; it was harder for them to concentrate and maintain their self-discipline.…”

Section: Literature Reviewsupporting

confidence: 54%

“…Isolation from peers was rated as a negative aspecct, as mentioned by Deés [4], Dindar et al [43] and Hilaria et al [41] in their studies. The other disadvantages mentioned in the literature (technical problems, lack of motivation, concentration problems, difficulty in time management) [4,24,37,39] were not mentioned by the students surveyed, even by the computer science students. However, Gross and Uppsäll [39] included these opinions in the case of computer science students.…”

Section: Discussionmentioning

confidence: 93%

“…The other disadvantages mentioned in the literature (technical problems, lack of motivation, concentration problems, difficulty in time management) [4,24,37,39] were not mentioned by the students surveyed, even by the computer science students. However, Gross and Uppsäll [39] included these opinions in the case of computer science students. In contrast to these studies, a lack of practical training, which is particularly important in all three fields, was mentioned.…”

Section: Discussionmentioning

confidence: 93%

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Evaluating Sustainable Online Education: A Cross-Disciplinary Analysis of IT Device Utilization among Slovakian and Hungarian University Students

Gombkötő,

Štempeľová,

Takáč

2024

Sustainability

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By the onset of the 21st century, online presence had become prevalent in higher education, with the COVID-19 pandemic further accelerating this trend. However, the success of online education and its assessment by students can differ significantly from region to region and according to the field of study. This can be influenced by students’ habits of using IT devices, but it can also occur the other way around. In this research, experiences related to online education were examined in the fields of Informatics, Agriculture and Pharmacy education at two higher-education institutions in Slovakia and one in Hungary, considering the environmental and social sustainability implications. In the study, in addition to simple statistical methods, a cross-tabulation analysis was carried out using Cramer’s V method. The results have shown that the students of the investigated institutions confidently navigate the online world; they are conscious users of IT tools without being addicted. A total of 74% of students in Mosonmagyaróvár believe they possess sufficient information about the risks associated with computers, mobile phones, and the Internet, whereas only 34% of students in Košice share the same sentiment. The reason for the differences between these characteristics can be attributed to the specialties of the different majors, and not to those arising from regional differences, raising important questions about the ecological sustainability of online education practices. A relatively great consistency can be observed in the assessment of online learning among students from the three institutions, with approximately 85% expressing overall satisfaction with the online learning experience. The easier availability of study materials and savings on travel are mentioned as advantages, contributing to economic sustainability. However, separation from their mates and the lack of practical training may be regarded as a disadvantage for them, as they seem to have a preference for face-to-face training. Overall, it may be concluded that purely online training in the fields of Informatics, Agriculture, and Pharmacy training is not feasible for the time being, necessitating a balanced and sustainable approach for the future.

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Section: Literature Reviewsupporting

confidence: 54%

Section: Discussionmentioning

confidence: 93%

Section: Discussionmentioning

confidence: 93%

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Evaluating Sustainable Online Education: A Cross-Disciplinary Analysis of IT Device Utilization among Slovakian and Hungarian University Students

Gombkötő,

Štempeľová,

Takáč

2024

Sustainability

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“…more frontal lectures, less active learning). Gross and Uppsäll [23] reported that students experienced issues with self-management and course organization, as well as a lack of interaction with instructors and peers, technical challenges, and lower-quality feedback. More favorable remarks can be found in a study by Alsalhi et al [24], who described computer science students as more approving of online assessments.…”

Section: Impact Of Covid-19 On Higher Educationmentioning

confidence: 99%

Students and Instructors Reflections on the Impact of COVID-19 on Computer Science Education after One Year of Remote Teaching

Toti,

Si,

Daniels

et al. 2023

Preprint

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In May 2020, 2 months after the COVID-19 pandemic caused institutions across the world to move all their courses online, we conducted a survey to evaluate the impact of this transition on a group of computer science students. That first survey highlighted mostly negative effects, with students struggling to perform many class-related activities. About a year later, after a full year of remote teaching, we wanted to see if and how the students' sentiment had changed. To assess students' perceptions of remote teaching, we conducted a new survey composed of 41 between multiple choice, Likert scale and open ended questions. Additionally, we have also interviewed instructors of computer science courses, to learn about their experience and how they adapted to the new teaching modality. 137 students and 10 instructors have shared their feedback regarding their positive and negative experiences in the new learning format. Our results show that the students' experience has improved significantly, to the point that many of them expressed interest in continuing learning online, at least partially. Conversely, the instructors have concerns that this may not produce the best learning outcomes for the students. Our study also shows that some populations may still be at a disadvantage in this learning format. The results and considerations included in this report may benefit the conversation on how to conduct computer science higher education in a post-pandemic world.

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Student Perceptions of Online Learning During the Pandemic: A Change in Social Dynamics at a Swedish University

Cited by 2 publications

References 20 publications

Evaluating Sustainable Online Education: A Cross-Disciplinary Analysis of IT Device Utilization among Slovakian and Hungarian University Students

Evaluating Sustainable Online Education: A Cross-Disciplinary Analysis of IT Device Utilization among Slovakian and Hungarian University Students

Students and Instructors Reflections on the Impact of COVID-19 on Computer Science Education after One Year of Remote Teaching

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