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Анализ опыта обучения (в российском вузе) в онлайн-формате в период пандемии
Introduction. In spring 2020 tertiary education in Russia underwent an unexpected transition online. The second transition, which was not that sudden, happened in autumn 2020. This study aims to examine students’ experience of online learning in these periods of study. Having revealed the features of online instruction, the author analysed if these aspects were taken into consideration when university classes were moved online. The factors which influenced the perception of learning experience at the time of the pandemic were identified.
Methods. Data collection was two-staged. At the time of the first transition in March, 2020 a questionnaire was administered to HSE university instructors (N=69) in which they were required to self-assess the skills related to online teaching and to identify the skills that instructors need to develop. A month later a similar questionnaire was completed by HSE students (N=159). The students evaluated their instructors' medium-related skills and their learning experience. First-year students (N=71) completed the same questionnaire in November, 2020. For quantitative data, descriptive statistics and pair correlations were calculated. The qualitative data were subject to semantic and thematic analysis.
Results. The students’ evaluation of their instructors’ online teaching skills was, in general, positive, and corresponded with the instructors’ self-assessment. However, the evaluation of the online learning experience was negative in such aspects as learner motivation and involvement, individual approach to students, organisation and the use of time during synchronous classes. Students’ commentaries revealed that the communication with the instructors was insufficient. The students noted that the instructors’ technology-related and organisational skills defined the perception of the effectiveness of online instruction.
Conclusions. The research revealed the instructors’ tendency to focus on structural aspects of online teaching and to neglect the socio-constructivist aspect of online learning. When classes are moved online, instructors should become aware of the features inherent to the format to ensure students’ full participation and adequate use of time.