HIT Holon Institute of Technology (ISRAEL)
About this paper:
Appears in: ICERI2021 Proceedings
Publication year: 2021
Pages: 4966-4971
ISBN: 978-84-09-34549-6
ISSN: 2340-1095
doi: 10.21125/iceri.2021.1138
Conference name: 14th annual International Conference of Education, Research and Innovation
Dates: 8-9 November, 2021
Location: Online Conference
The COVID-19 crisis has forced higher education institutions to move from face-to-face teaching to online teaching suddenly. As a result, complete synchronous or asynchronous courses are delivered via computers to students across the globe.

This crisis has created the need for online studies that will provide an adequate response to the academic level required in higher education, colleges, and universities.

In the past, technologies allowed for asynchronous lessons and could not be transferred to entire classes online lessons and an environmental sense of classroom, meaning recordings of lectures could be seen without the ability to ask questions and interact with the lecturer or other students in the class.
Today, the potential benefits of online courses and the possible implications of their development on the higher education system and their impact on the student body contribute significantly to saving human resources and other resources and advancing students.

From this type of research, we draw insights into the quality of online studies, the extent to which they are suitable for the student audience, and how they contribute to student success.

The study aims to understand and examine the effectiveness of online learning and how students perceive it with technological degrees by trying to identify the characteristics that are crucial factors in the online learning experience in the students' vision as well as the degree of satisfaction with this type of study among the student audience. In addition, the study deals with comparing students' grades in online studies versus their grades in frontal learning.
We want to address two primary research questions. To what extent is online learning perceived as preferable to frontal learning? To what extent is the perceived achievement by online learning be compared to frontal education before and during the COVID19.

In ongoing research, we distributed questionnaires among 240 students for bachelor's and master's technological and engineering degrees in Israel. The respondents experienced online studies during the COVID19 period and studies in a frontal manner before the COVID19 period.

In the quantitative study conducted, one of the main questions asked is whether students are interested in returning to frontal learning.

An analysis of the quantitative findings found that in most parameters such as concentrating and paying attention in class, comprehension, and participation in class, online studies achieved a higher perceived average.
Motivation, Success, Perceived achievement, Being in lectures.