Abstract
Long-lasting pandemic uncovered the new challenge of tertiary education: how to ensure the high quality of durable emergency distance learning and enable the students to master the necessary competences. The objective of this research was to test the application of the bottom-up approach to quality assurance when students, as stakeholders, are enabled to influence content and context of their learning through regular surveys. Current research represents the comparative analysis of two surveys, conducted at the end of spring semester of 2019-2020 academic year (593 respondents), and at the end of autumn semester of 2020-2021 academic year (1193 respondents) among the students of the Faculty of Economics of Taras Shevchenko National University of Kyiv, outlining the problems students faced while the emergency remote learning was conducted during the first lockdown and measuring how these problems were fixed during the second shutdown bearing in mind the results of the first survey. The methodology combined quantitative and qualitative research methods. The current research covers the study of the methods of teaching, the level of communication between learners and educators, the level of practical skills acquisition, engagement of students in the learning process during two semesters. Also it analyses the measures undertaken by the teachers and faculty management to achieve improvement in learners’ feedback during the second survey that can be considered as best practices.
Highlights
In addition to the existent challenges for tertiary education: more and more increasing gap between generations, namely, educators and learners, transition from knowledge-society to skills-society, rapidly changing requirements to the prospective employees and appearance of brand-new professions, durable Covid-19 lockdown raised another problem: quality assurance of distance learning and teaching in formal education.One of the pillars of quality assurance is meeting the needs of the stakeholders in general and of the students, in particular
Using of innovative teaching and learning methods according to the results of Survey 1 was quite high – 75.9%, but professional trainings the lecturers got on remote learning tools and methods allowed to increase this indicator to 84.2%
Regular student surveys appeared to be an effective tool for quality assurance
Summary
In addition to the existent challenges for tertiary education: more and more increasing gap between generations, namely, educators and learners, transition from knowledge-society to skills-society, rapidly changing requirements to the prospective employees and appearance of brand-new professions, durable Covid-19 lockdown raised another problem: quality assurance of distance learning and teaching in formal education.One of the pillars of quality assurance is meeting the needs of the stakeholders in general and of the students, in particular. Regular student surveys are a productive tool for finding out the pros and cons of the existent teaching and learning process, for outlining the areas for further development, for elaborating effective measures in order to achieve and maintain quality of learning and teaching, especially under longlasting distance learning that is almost ‘terra incognito’ for universities in formal education. In this regard it makes sense for traditional universities to familiarize themselves with the distance higher education institutions’ expertise in quality assurance in e-learning, for instance, studying the experience of Madrid Open University (Madrid, Spain) and Universidade Alberta (Lisbon, Portugal) (Casado-Aranda, Caeiro, Trindade, Paço, Lizcano Casas & Landeta, 2020) or to explore this new reality by probing, trying to apply traditional quality assurance tools in distance learning, measuring the performance through regular feedback from students, staff and other stakeholders. Також воно охоплює вивчення заходів, які запровадили викладачі та адміністрація для досягнення покращення відгуків студентів під час другого опитування, які можуть бути визначені, як кращі практики
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