Abstract:

The countries all over the world have faced a new reality caused by Covid-19. Russia is not an exception to the rule. Education, among others, has been plucked from real life and shifted to a virtual or a blended (hybrid) type of learning with part of a student group working in a real class, and part from home via different platforms. After two semesters of study against the background of the raging pandemic, the questionnaire was designed to gauge the effectiveness of academic work in different learning formats. The first-year students of the faculty of International Journalism at MGIMO-University, studying English as the first foreign language (students study at the university two or more languages), had to answer the questions rating all of the learning formats and adding their comments. Seventy-five students participated in the survey: they had to estimate real life, or face-to-face, – blended – and distance learning according to the scale from 1 to 5 points (from the lowest to the highest rating).

The results of the survey revealed the following data:
1) 76% of students evaluated blended classes as ‘very good’ (5 points), almost the same rating (74%) was given to off-line classes, or face-to-face classes, whereas the rating of distance classes mounted only to 33%;
2) ‘Good’ grade (4 points) was distributed among the three formats in the following way: 19% − off-line classes, 47% − blended and 44% − distance classes;
3) ‘Satisfactory’ (3 points) was given to off-line classes (7%), blended classes (13%) and distance classes (17%);
4) ‘Bad’, or 2 points, went to blended classes − 3% and distance classes – 5 %.

Students gave their comments on each of the learning formats which can be generalized as follows: all learning formats showed their effectiveness and allowed teaching staff to proceed with academic work in extraordinary circumstances. Although blended classes, according to the survey, received the students’ rating approximately the same or close to the ratings of the off-line classes, the students pointed out the inconveniences caused by the format itself when synchronous and asynchronous learning were combined. In addition, overloaded during the pandemic, the Internet sometimes failed and hampered class work, which led to misunderstandings in class and as a result to the loss of the rhythm of work. Blended classes were seen as a preparation for distance learning. Distance classes were introduced at the University in the worst period of the pandemic, and despite the figures, they had some positive effect on the learning process. First of all, this format allowed students to save time on the road and free it for home assignments, which immediately found its reflection in higher ratings and better discipline of the students. The obvious advantage of this format was the students’ attendance (100%). Having got a rather high rating among students, it was noticed, however, that off-line learning is preferable, as the live energy of direct communication with a professor or group mates in class cannot be substituted by any other learning format. Besides, weaker students experienced difficulties in listening assignments, and sometimes grammar exercises, which required more attention and participation of a professor like in off-line class teaching. A considerable role in successful learning is given to a professor.

Keywords:

Learning in real life, blended learning, distance learning, platforms, formats, students’ survey, estimation of formats, pandemic.