Abstract:

The COVID-19 pandemic has dramatically changed the educational process in universities across the globe. However, recent studies (Crawford et al., Bania, J. et al.) show that the shock of the transition from the offline or blended learning to e-learning varied from country to country, depending on the economic factors – universities in the developing countries tried to manage the crisis while using uncomplicated freeware tools (Facebook, Microsoft PowerPoint, Moodle, etc.) while universities in the developed countries have survived the crisis using already well-developed, customized e-learning environments and focusing on applying online pedagogy to make the process more efficient. In Russia a similar study has shown two main problems in student’s COVID-19 lockdown e-learning experience: the lack of personal interactions with fellow-students and professors and technical problems (Tsener et al.).

However, our study of November-December, 2019 has uncovered the similar problems even before the pandemic. The objective of the research was to learn about students’ experiences with the e-learning systems implemented in their universities and see if any creative pedagogical technologies have been in use.
Methods: a questionnaire survey and subsequent content analysis of the responses.

The sample consisted of 134 3 and 4-year bachelor students of 19-22 years old. We have limited the sample to senior students so that they would already have experience with e-learning.

The results showed contradictory attitudes towards e-learning. Only 26.7% of the respondents felt satisfied with the current format of the e-learning at their universities. The main advantages they mentioned: convenience, accessability (66.2%), format (9.2%), the fact that e-learning is happening (6.2%). The disadvantages the students mentioned included: technical problems (30.3%), online courses structure and organization (16.7%), user-unfriendly interface (15.2%), difficulties in the use (9.1%). Only 21.1% of the respondents believe that e-learning helps develop their creativity. 67% of the students agree that e-learning can help them acquire competences needed at their future job.

The results demonstrated that the problems that have been revealed with the shift from offline and blended learning formats to e-learning formats due to the pandemic of COVID-19, have been present in the e-learning systems before the shift. It only brings to light the necessity to continue developing online pedagogy, aimed not only at facilitating the transition of the traditional classes into e-learning environments, but also at creative development of students in new circumstances.

References:
[1] Crawford J. et al. COVID-19: 20 Countries' Higher Education Intra-Period Digital Pedagogy Responses //Journal of Applied Teaching and Learning (JALT). – 2020. – Т. 3. – №. 1.
[2] Bania, J., & Banerjee, I. Impact of Covid-19 Pandemic on Higher Education: A Critical Review.
[3] Tsener T.S., Oshkina A.V. Online Learning Issues in Universities in Forced Conditions // International Journal of Humanities and Sciences. 2020. №5-3. (In Russ.)

Keywords:

COVID-19, e-learning, creativity.