Abstract
Around the globe Covid-19 pandemic has influenced not only the education, but also our everyday life, among other aspects. In Greece, distance learning started to get in use widely in tertiary education, since the first national lockdown was announced and reshaped education in many ways. In the University of Thessaly, in the Department of Mathematics, undergraduate students opt for a lot of different courses to attend and due to the Covid-19 crisis all of them are taught via web platforms. Some of the most significant theoretical subjects are «Calculus» (with applications in Science and Mechanics), «Physics» (Classical Mechanics) and «Philosophy of Science». In addition, some other applied subjects are «Programming Languages» and «Digital Technologies in Mathematics Education» and the impact the above have, generally in education and society itself. In this paper, we describe the different ways students have reacted regarding learning Sciences in a distance learning environment. We split our case study in two parts. The first one is about the way students experience e-learning and the second one is about their suggestions for the next day. Integrating e-questionnaires and interviews and taking into account parameters like economic factors and the permanent residence issue, we asked the students about their preferences among face-to-face learning, distance learning and a blended model. Remarks about the academic life and the possible ways of taking the extra step, after the Covid-19 crisis ceases to exist, are made.
Highlights
As the first months of 2020 passed until we accepted as a society that the coronavirus pandemic was real, it became apparent that in addition to doctors, nurses and many other brave people self-sacrifice to support our daily survival, academics had the opportunity and the moral duty to start conducting in-depth studies of current events (Jandrić et al 2020)
A characteristic picture of teaching and learning Science in Greek Tertiary Education during the Covid-19 pandemic is reflected in the conclusions of our research, which took place in the spring semester 2020-2021 in the University of Thessaly, in the Department of Mathematics
The other paradox that emerged is about technophobia in the academic community
Summary
We found some interesting paradoxes regarding our students’ attitudes during the learning process in the past academic year. The other paradox that emerged is about technophobia in the academic community They seem to waver between love and fear for Technology. This experience seems to have changed the students for the better, because they have more maturity and they are getting prepared for an active place at the job market, which is shown by their suggestions for the day. It is quite apparent throughout our research that this. In the Curriculum of the current academic year 2021-2022 we have taken these views and suggestions seriously into consideration, setting the stage for a possible future research
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