Exploring higher education students’ attitudes toward e-learning after COVID-19

The proliferation of technology and the heightened significance of e-learning in the midst of the COVID-19 pandemic transformed the perspectives and attitudes of educational stakeholders toward educational technology. The objective of this research was to explore the attitudes of higher education st...

Full description

Saved in:
Bibliographic Details
Published in:Contemporary educational technology 2024-01, Vol.16 (1), p.ep488
Main Authors: Masalimova, Alfiya R., Zheltukhina, Marina R., Sergeeva, Olga V., Sizova, Zhanna M., Novikov, Philipp N., Sadykova, Albina R.
Format: Article
Language:English
Subjects:
Attitudes
COVID-19
Educational Technology
Electronic Learning
Higher education
In Person Learning
Online instruction
University students
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The proliferation of technology and the heightened significance of e-learning in the midst of the COVID-19 pandemic transformed the perspectives and attitudes of educational stakeholders toward educational technology. The objective of this research was to explore the attitudes of higher education students toward e-learning. Data collection was conducted via a questionnaire. The findings demonstrated that the key benefit of e-learning, as reported by a substantial majority (77.0%) of participants, is the convenience of studying from home. This is closely followed by the advantage of learning at one’s own pace, as 69.4% of respondents expressed. A considerable proportion (58.8%) highlighted the comfort factor associated with e-learning, along with the cost-saving aspect of reduced expenses on accommodation and transportation. Other advantages included the ability to access course materials remotely (57.6%) option to record meetings online (51.1%), regarding disadvantages of e-learning, the majority (59.4%) of respondents indicated that e-learning limits interaction with others, followed by social isolation (44.1%), lack of self-discipline (43.5%), internet problems (43.5%). The results showed that e-learning was perceived to be less effective compared to conventional face-to-face learning. Also, we showed that, in general, there is no significant relationship between socio-demographic variables and attitudes toward e-learning. Only a few significant relationships were found regarding demographic variables on attitudes. We made educational implications for the next studies on our results.
ISSN:1309-517X
1309-517X
DOI:10.30935/cedtech/14045