Abstract:

The educational landscape has been compelled to undergo extensive change in the aftermath of the COVID–19 pandemic. Students have transitioned from a face-to-face instructional environment to a practice of virtual learning (VL). At present, it is widely accepted both learning styles will merge in the future. This integration of blended learning networks has critically challenged traditional methods of teaching and learning. At the university level, the sudden and unexpected evolution from face-to-face instruction to a virtual learning ecosystem has profoundly altered the teacher–student dynamic for faculty members across every department. By contrast, the virtual learning ecosystems have all but shut down this level of interaction. The concepts of critical reflexive thinking (CRT) and deep learning (DL) are of fundamental importance for university students. This is especially true in terms of their ability to communicate ideas and share knowledge with fellow students and professors in the face-to-face classroom context. However, within the domain of virtual learning networks, the efficacy and value of CRT and DL have not yet been critically analyzed.

This study is aimed toward a critical analysis of the impacts of VL environments on CRT and DL for students at a public university in Turkey. Its purpose is to understand the opportunities of (and challenges faced by) theVL landscape from the dual perspectives of CRT and DL. This qualitative research investigation was conducted by collecting information from reflexive questions/answers and virtual observations, as well as by collating data from 30 questionnaires and 21 interviews given to third-year students.

The results indicated CRT and DL were reduced by 53% within the VL ecosystems in comparison with the face-to-face learning environment. The challenges faced by both university students and professors were not properly defined. The quality of the VL experience could have been enhanced by considering all aspects of CRT and DL. Some participants mentioned innovative strategies must be developed to meet the new requirements of virtual learning ecosystems. Although there are many intrinsic advantages to be gained (and opportunities to be explored) using a VL network, it is necessary to develop a new set of well-defined strategies to improve CRT and DL throughout the VL medium. The VL ecosystems have the potential to match or even surpass the face-to-face environment for CRT and DL.

The need for universities to upgrade CRT and DL values within VL ecosystems presents itself as both a challenge and an opportunity. These opportunities and challenges call for an intensive effort to succeed. New social media and other platforms can be sourced to improve the continuity of social interaction and learning among university students and faculty members. To develop a sense of community, these innovative designs should be strategically advanced while improving agile learning parameters and protocols. Reflections in written and/or oral form should be encouraged as a means of enhancing the physical, emotional, intellectual, and social well-being of students. In conjunction with this, a greater diversity of knowledge and understanding—gained through superior levels of interaction within the spheres of education, culture, finance, and technology—can only enhance a student’s feeling of engagement and sense of belonging.

Keywords:

Face-to-Face Learning, Virtual Learning, Deep Learning, Critical Reflexive Thinking, Agile Learning, Universities, Higher Education, University Students.