Student reactions to online learning and online teaching tools used in a Business English course during the Covid-19 pandemic

Abstract

In this paper, we are presenting the results of a quantitative survey on online learning carried out in the academic year 2021/22 among 185 first-year students at the Faculty of Economics and Business, University of Zagreb. The classes were taught synchronously, with an emphasis on in-class student participation and regular submission of assignments. The online tools were part of the Google Classroom LMS.
 The survey concerned students’ reactions to online learning in a Business English class over the course of 20 weeks. It consisted of two parts: one administered at the point of entry into the program, the other at the end of online teaching, when Covid-19 restrictions were lifted. The survey contained questions regarding 4 main areas: general information about students, general preferences about online learning, motivation and self-discipline questions, and opinions about online tools and activities.
 Analysing the differences between the two polls, we were able to identify changes in students’ preferences and attitudes after the 20 weeks of online classes. The article reflects on these changes and their implications for motivation, students’ adjustment to online classes, student-student relationships versus student-instructor relationships and students’ expectations towards professors in online classes. The article also discusses students' reactions to specific online activities used at the university.
 Although it is obvious that students greatly preferred in-person classes, and online activities failed to boost their motivation and self-discipline, the conclusions drawn from the two surveys can point towards a better understanding of the suitability of online teaching for younger university students.