Abstract:

This article discusses student input on online learning and the online environment, as well as their perspectives on the subject. It includes an analysis of captured markers for the quality of pedagogical engagement as well as some suggestions for better organizing, structuring, and optimizing online learning as an intellectual activity. We recognize that permanent tendencies are already forming in it, but there are other peculiarities whose manifestations are not always tied to cyclical repetitions. The study's goal is to address this specificity individual features of online learning during a pandemic, which received less attention in academic circles in the past.

The survey among students was conducted through a specially developed toolkit in the form of an anonymous online survey, using a Google form that focused on students' attitudes regarding online learning and the accompanying processes of pedagogical interaction. The questions are divided into three questionnaires: one to identify the attitudes and positions of students as learners; another to determine their behaviour during online sessions, and a third one to record difficulties encountered while learning online.

Bachelors from the third year, regular training in two distinctly different professional fields - Informatics and Pedagogy, a total of 86 people from the University of Ruse (Bulgaria) have been selected as recipients.

The study indicates a still relatively inadequate attitude of students towards online learning and some serious difficulties in the process of pedagogical interaction: burdensome additional learning assignments and ineffective teaching aids that only overload with information; reduced control and requirements; growing consumer interests of students at the expense of creativity and research, resulting in a superficial perception; the usual distractions of the home environment, lack of a specific learning environment (space, atmosphere, regulated engagement).

Some of the findings deserve attention: students are not yet ready on a personal level for online learning, and this format is unusual for some of them - they lack willpower, a sufficiently developed sense of responsibility and independence. Therefore, they, as learners, cannot fully concentrate on the learning activity; in a group, they work at a varying pace, responsibility and motivation. Often, when asked questions or cases on the presented theory, only a few involved can answer. Others remain passive participants. As a result, during online learning, student activity is insufficient and ineffective for a significant percentage of learners.

Aside from the specifics of each professional field, the distinctiveness of the target audience, as well as varying levels of basic training, interests, etc, all play a role in this process. With this in mind, we realize that no online class can be universal; it is the responsibility of the individual teacher.

An essential, challenging, and critical question is to what extent and with what approaches university education could compensate for the highlighted inadequacies. Its online form should be both relevant and practical. It cannot be a goal in and of itself, but rather a means of obtaining full-fledged training. The systematic discussion in academic circles regarding the characteristics of the "online learning" system is crucial to ensure that the institution sends trained specialists into the field. We join this discussion with this article.

Keywords:

Online training, online environment, educational aspects and recommendations, motivation to learn.