Student adaptation to distance learning: An analysis of the effectiveness, benefits and risks of distance education from the perspective of university students

Abstract

The research study provides an analysis of the effectiveness of distance education from the perspective of university students and contributes to the reflection of the current trend of introducing combined studies in higher education. The research was carried out during the Covid-19 pandemic, when most of the higher education was primarily shifted to distance learning. The aim was to identify factors influencing students' adaptation to this “new” learning model. The findings of the mixed (qualitative and quantitative) investigation, in which students commented on two open-ended questions focusing on the positive and negative effects of distance learning via an online survey form, were processed using content categorical analysis. The frequencies of responses by category were then evaluated using binary logistic regression based on odds ratios. Ordinal and cardinal data were assessed using both descriptive and inductive statistical analysis.The results showed that, in addition to teaching methods and content, the adaptation of the students themselves to distance education plays an important role and that there are significant differences in this adaptation among students depending on gender, type of study programme and their learning preferences. We also found that contact with teachers remains a key element of student success, and that maintaining communication with teachers is essential for setting an adequate pace of learning and for minimizing student frustration. We identified key factors of adaptation that influence student success in distance education, such as personality profile, motivation, study skills, and self-study competences. An important outcome of this study was the finding that it is necessary to specify educational contents that can be taught at a distance and those that require only face-to-face instruction. This appears to be a key prerequisite for the effective implementation of distance education in universities. The study also points to the need to evaluate the effectiveness of different teaching methods for learning in terms of their impact on student success in distance education mode. Based on the results obtained, we consider it necessary for universities to invest sufficiently not only in technical equipment and in training teachers in the use of available technologies, but also in strengthening the pedagogical and psychological competences of all teachers.