The Attitude of the Academic Community towards Distance Learning: A Lesson from a National Lockdown

Migocka-Patrzałek, Marta; Dubińska–Magiera, Magda; Krysiński, Dawid; Nowicki, Stefan

doi:10.34190/ejel.19.4.2405

Cited by 9 publications

(7 citation statements)

References 22 publications

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“…Although one study conducted in Pakistan showed that about 77% of medical students do not want to continue online learning in the future; in our study, almost 70% of our students want to pursue online learning in the future as well [50]. A study conducted in Poland among students showed 35.5% willingness regarding continuation of distant learning [51]. Online learning was experimented with before COVID-19 in different institutions and different subjects with variable degrees of acceptability from students and teachers [52,53].…”

Section: Discussioncontrasting

confidence: 62%

Students’ Preferences and Perceptions Regarding Online versus Offline Teaching and Learning Post-COVID-19 Lockdown

et al. 2023

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The COVID-19 pandemic at its peak compelled students to stay home and adapt to the distance learning system. The world has gone through phases of fear and respite in the recent years. There have been a number of studies related to student learning via online teaching during the pandemic. Now, as the vaccination coverage picks up and the pandemic appears to have achieved a plateau, it is time to take a view of students’ perceptions of online learning and its effectiveness in skill development during the COVID-19 pandemic. This study assesses the students’ preferences and perceptions regarding offline and online learning post-COVID-19 lockdown and with the resumption of offline classes. A cross-sectional study was conducted at King Khalid University, Aseer region, from the period of 1 January 2022 to 30 January 2022. A convenience sampling technique was utilized to collect data from female students. Data analysis was conducted by using SPSS version 22.0. A total of 480 students participated in the study, their mean age was 19.79 ± 1.48. More than half of the students (64%) still fear getting COVID-19 as they continue with the in-person or offline classes despite having completed their doses of vaccination. Almost half of the students have difficulty in waking up after the recommencement of offline classes. The majority (77%) felt tired after starting offline classes, and 63% felt unhappy after starting offline classes again. The majority of students believe that, with offline classes, they have difficulty in time management and concentration. The majority of students believed that, with online classes, they are more comfortable in gaining knowledge and learning, more alert, more satisfied, and gain higher scores in exams. The majority of students preferred the online mode of learning, with about 72% of students wishing to continue online learning in the future. This research underlines the influence of fear of getting COVID-19 after the commencement of face-to-face learning amongst the students. Students were more inclined to continue with online classes because of fear of getting COVID-19, despite having full doses of the vaccination in Saudi Arabia. There is a need for a better understanding of students’ motivations and coping mechanisms during the pandemic.

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Section: Discussioncontrasting

confidence: 62%

Students’ Preferences and Perceptions Regarding Online versus Offline Teaching and Learning Post-COVID-19 Lockdown

et al. 2023

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“…As Lin and Hsieh (2001) pointed out that online programs offer a great deal of flexibility compared to classroom settings, which is crucial during the pandemic. Particularly for students with impairments and those with medical issues, such as being infected with COVID-19 and other diseases, online classes offer a wider reach and better access to education according to (Migocka-Patrzałek et al, 2021). Conversely, Lin and Nguyen (2021) described how regular emails increased learnerlecturer engagement in the new online learning environment.…”

Section: Discussionmentioning

confidence: 99%

The Abrupt Shift to Online Learning During the Pandemic: Focus on Teachers’ Experiences and Perspectives

Garcia¹,

Andres²,

Jeremias³

2023

EUROPEAN J ED RES

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<p style="text-align: justify;">The study explored the perspectives and experiences of the participating teachers regarding the sudden switch to online learning during the COVID-19 epidemic. 159 teachers from four junior high schools in Taguig City, Philippines, provided the data. The study used the quantitative approach to research, specifically it utilized the descriptive method using survey as way to gather data. The data was statistically analyzed using the frequency distribution, percentage formula, mean, and Mann-Whitney and Kruskal-Wallis tests. The study's findings show that the respondents' perceptions and experiences during the sudden change to online learning, which was caused by the pandemic that focuses on internet access, digital infrastructure, administrator assistance, and learning environments, are typically similar. Additionally, there were no significant differences found between the participants’ responses and their demographics as to sex, highest educational attainment, years in service and specialization.</p>

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“…Another determining factor toward successful LMSbased learning is the students' attitudes. Moreover, important factors that might change students' attitudes towards LMS-based online learning encompass knowledge, training, and experience about the learning and previous experience using LMS-based learning where these provide a good opportunity for subsequent learning (Migocka-Patrzałek et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ Perceptions and Attitudes toward Learning Based on Learning Management System: A Future Recommendation on Blended Learning Design

2024

Pegegog

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The current research seeks to analyze university students' perceptions and attitudes of LMS-based learning. This research is a descriptive study with 607 students of State Islamic University of Mataram as the research subjects. Subjects are randomly selected from all students who used LMS as a learning medium. A 36-item questionnaire was administered to capture their perceptions and attitudes. The results of the questionnaire indicated that majority of students have a good perception on the LMS usability, learning design, material content, language and communication, interactions with instructors, and interactions with peers. Pertaining to attitudes, students have good attitudes toward LMS-based learning. For the composition of attitude that are good for cognitive, affective, and conative. Furthermore, based on the distribution of student perceptions on the application of LMS-based learning, blended learning should be applied with the following approach: moderator role is needed in discussions or forums among the students and the lecturers actively present in LMSbased learning either to provide explanations to students or lead them to be actively involved in the LMS. A future recommendation on blended learning design is pivotal with the following approach: moderator role is required in the discussion among students where lecturers actively provide explanations to students or guide them to be active in the LMS.

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The Attitude of the Academic Community towards Distance Learning: A Lesson from a National Lockdown

Cited by 9 publications

References 22 publications

Students’ Preferences and Perceptions Regarding Online versus Offline Teaching and Learning Post-COVID-19 Lockdown

Students’ Preferences and Perceptions Regarding Online versus Offline Teaching and Learning Post-COVID-19 Lockdown

The Abrupt Shift to Online Learning During the Pandemic: Focus on Teachers’ Experiences and Perspectives

Students’ Perceptions and Attitudes toward Learning Based on Learning Management System: A Future Recommendation on Blended Learning Design

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