Implementation of the agricultural university educational programs during a pandemic: participants’ opinions

Ludmila Filimonyuk,Elena Sorokina,Elena Litvinova,Valentine Ivashova,Victoria Burlyaeva,V Kankhva

doi:10.1051/e3sconf/202125810017

Abstract

The article presents the results of a study of the opinions of students and teachers of the southern region of Russia about the learning process in higher education programs during the COVID-19 pandemic. We carried out a comparative analysis of the quality of the implementation of educational programs in the assessments of participants in the process during the onset of the COVID-19 pandemic (April-May 2020) and its peak values (November-December 2020). The positive and negative consequences of transferring training to a distance learning format are formulated. Among the positive consequences are: the availability of training from anywhere; more flexible training, focused on the educational needs of students; new formats of social student life; more accessible communication with teachers. We analyzed the experience of the educational community presented in publications during the COVID-19 pandemic. The data obtained provide an understanding of the importance of the development and implementation of new organizational and methodological approaches for the effective response of higher education to external global challenges of our time.

Highlights

The work of the education system around the world in 2020 faced a global challenge – the COVID-19 pandemic, which led to the urgent need to look for opportunities to continue the learning process
An empirical study of the implementation of educational programs of a university during a pandemic was carried out using the method of electronic questionnaire in Google Form
Students and professors of universities in the South of Russia are involved in the survey

Summary

Introduction

The work of the education system around the world in 2020 faced a global challenge – the COVID-19 pandemic, which led to the urgent need to look for opportunities to continue the learning process. One issue was the switch-over of classes at all levels of education, except for preschool, into a distance format [1, 2]. Modern development of technical means of communication, the level of development of teaching competencies in the field of information technology, technical equipment of the overwhelming majority of Russian universities made it possible to pass this stage quite painlessly and practically without prejudice to the quality of education [3, 4, 5].

Methods

Results

Discussion

Conclusion