Самореализация студентов в гибридной образовательной среде

Abstract

The paper aims to assess the self-realisation of students in a hybrid teaching environment. In order to assess the students’ self-realisation in a hybrid learning environment, the authors organised a questionnaire where by means of the Likert scale the respondents were to evaluate the realisation level of their self-esteem, confidence, achievement, and respect. Moreover, it was highlighted that the evaluation of various types of self-realisation differs depending on the activities and tasks completed by the students. Scientific novelty is determined by the search for new forms of teaching during the pandemic and the study of students’ psychologic status to make a new educational environment more effective. The findings identify that despite all the changes, the students have a positive attitude towards the new educational environment and believe that such reorganisation cannot have a bad influence on their self-esteem. At the same time, the research showed that in the hybrid learning environment, the interviewees give their preferences to online study and group work, though they claim that in that case, the level of their self-realisation is lower than during offline study and individual tasks completion. In conclusion, the authors analyse the students’ evaluation of various types of self-realisation depending on the form of hybrid studying.