Abstract
<p>Due to the coronavirus crisis, universities worldwide have faced sudden pressure to change from face-to-face delivery of courses to digitally enhanced teaching for distance learning. We present a small case study of 75 students from the Department of Molecular Biology and Genetics of the Democritus University of Thrace, Greece on their experiences of the transition from face-to-face to distance learning during this crisis. We used a questionnaire with closed-ended and open-ended questions to record the students’ “fresh” experience of their new educational reality. Students consider distance learning to be interesting, modern, adequate, and convenient, but not able to replace their experience of social interaction with fellow students and teachers. They continue to express worries about lessons, examinations, and laboratory work, which may be due to the specific and high demands of the biosciences. This crisis is an opportunity for universities to improve the use of digital tools for an enhanced learning and teaching experience. This should be supported by investment in digital infrastructure for improving distance learning in higher education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0622/a.php" alt="Hit counter" /></p>
Highlights
The survey was conducted with students who attended two courses at the Molecular Biology and Genetics (MBG) Department with part of their content incorporating some units dedicated to distance learning
They express their worries about lessons, examinations, and laboratory work. How can this be explained? Is it due to the high demands of the biosciences or due to the heavy program of study in the MBG Department? Or should we attribute the students’ anxiety to general insecurity about the educational system and its ability to protect their studies? Further research on this finding would be useful. The results of this small survey show that MBG students consider distance learning to be interesting, modern, adequate, and convenient, but not able to replace their experience of social interaction with fellow students and teachers
They appreciate that digital learning has prevented their studies from being delayed and the efforts made by their lecturers during the pandemic
Summary
The challenge for universities lies in succeeding in digital education since the demand for the almost immediate digital transformation of courses, both graduate and postgraduate, require incorporation of technologies, and creation or deeper modification of teaching and learning processes to fulfill the needs of each area of study (UNESCO, 2020). Some of the adjustments for effective university education are linked to priorities that did not exist in the past but have arisen due to the pandemic. Some of these changes may disappear in the future, but some may continue as “the new normal,” as the academic community returns to routine teaching conditions in lecture halls and workshops
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