Perception Of Distance Education Research Articles

Students’ Attitudes Towards E-learning: BA Students at the University of Belgrade as a Case Study

The Republic of Serbia has undergone several transformations within its educational system, which resulted in significant improvements over time. The current study investigates Serbian BA students’ perceptions of distance education at the University of Belgrade and their attitudes towards their teachers during online classes. Quantitative and qualitative research designs have been relied on, hence using a questionnaire and an interview to collect data. Furthermore, findings highlight how students view distance learning positively and how a good student-teacher relationship affects learning outcomes. These results provide valuable insights for policymakers, educators and educational institutions seeking to reinvent Serbia’s online learning experience.

A Scale Development Study to Determine University Students' Perceptions towards Distance Education

Purpose: The main purpose of this study is to develop a valid and reliable Likert-type measurement tool to determine how university students perceive distance education, which they experienced during the pandemic (COVID 19) period and is becoming more widespread day by day. In addition, in line with the main purpose answers were sought to the questions how university students perceive distance education and what the variables are that affect these perceptions. This research, which was conducted to determine how university students perceive the distance education they experienced during the epidemic process and the variables affecting this perception, is in a comparative type of relational screening model.
 Methodology: The scanning model is used to detect a situation, individual or object that occurred in the past or is still ongoing, in its own conditions and as it exists. In determining the sample size, the number corresponding to 95% confidence level and 5% acceptable margin of error according to the number constituting the research population and the number corresponding to 5 times the number of items in the scale were taken as the basis. According to these criteria, the sample must be at least 350. The participants of this research are 406 students studying in Anadolu University, Faculty of Health Sciences, and Social Work Undergraduate Programs Turkey in the spring semester of the 2021-2022 academic year. The data was collected with the “Distance Education Perception Scale” (DEPS) developed by the researcher and consists of two sections. The first part of DEPS includes 15 open and close-ended questions related to the demographic and personal information of students and their attitudes towards distance education. The second section of DEPS includes 71 statements related to perceptions towards the distance education of students on a 5-point Likert-type scale consisting of 5 choices, from 1=Strongly Disagree to 5=Strongly Agree. In the analysis of the data, the statistical package SPSS 21.00 was used. Exploratory Factor Analysis method and Varimax Rotation technique were used to understand whether the DEPS consists of measuring the same quality. The reliability coefficient α formula, and the relationship between the response given to each item in the scale and the total score obtained from the scale was calculated using the Item-Total Correlation technique. Students' perceptions of distance education were evaluated using the median, mode and arithmetic mean on the basis of all scales and subscales.
 Findings: The results revealed that the scale used in the collection of data in the research is valid and reliable, students are generally hesitant about distance education and these hesitations increase in terms of practice courses and internship practices, and their perception levels about the benefit and importance of distance education are lower than other dimensions of distance education such as learning and communication, technology and measurement-evaluation. Again, the results of the research show that classroom and opinions and attitudes about distance education are important variables that affect the perceptions of students towards distance education.
 Unique contributor to theory, policy and practice: It is expected that the research results will be guiding in terms of developing distance education policies and studies on improving the quality of education in universities, and will make a significant contribution to the national and international literature and researchers working in the field of distance education.

Investigation of distance education students' opinions on distance education, their expectations on student-student interaction in distance education and their perceptions regarding the community feeling

Distance education offers opportunities for widespread and continuous learning, granting access to information without limitations of time or location. Despite its numerous advantages, the absence of social interaction stands out as a primary obstacle in online learning, as these interactions can play a pivotal role in mitigating students' feelings of isolation and disconnection. Current trends in higher education seek to support students not only in meeting their academic requirements but also in addressing their emotional and mental well-being. This study aims to investigate the perspectives of associate degree students engaged in distance education on various aspects of this mode of learning, their expectations regarding interaction with fellow students, and their perceptions of the community feeling. To conduct this study, a cross-sectional survey method was utilized, involving 102 associate degree students enrolled in distance education programs. The findings of this study suggest that students express a reasonable level of satisfaction with distance education. Students enrolled in distance education courses express a desire to engage with their peers while pursuing online courses. While students may experience some sense of community in the realm of distance education, this sense may not reach a fully satisfactory level. Both the sense of community in distance education and student-student interaction in online courses have a significant and positive impact on students' overall perceptions of distance education.

Investigation into Pre-service Teachers' Perceptions of Distance Education in the Context of Their Future Profession

The objective of this research is to assess whether the distance education experiences of pre-service teachers currently undergoing higher education differ according to specific variables. These variables relate to the distance education processes instituted following the COVID-19 pandemic and the earthquakes that took place in Maraş and Elbistan on February 6, 2023. The study also endeavors to discern the impact of distance education on pre-service teachers' attitudes toward the teaching profession. Employing a mixed methodology, the research engaged a sample of 300 students from varying departments at Kırşehir Ahi Evran University during the 2022–2023 academic year, all of whom were participating in pedagogical formation courses via distance education. The quantitative data for the research was compiled using the "Pre-service Teachers' Perception of Distance Education Scale" developed by Gündüz (2013). Additionally, qualitative data was gathered from 50 volunteer pre-service teacher students engaged in pedagogical formation education using a semi-structured interview form designed by the researcher. An analysis of pre-service teachers' attitudes toward distance education and their chosen profession was conducted based on data derived from the scale. Quantitative data was processed with SPSS 25, while qualitative data was analyzed via the MAXQDA 2020 program. Quantitative analysis revealed that pre-service teachers' perceptions of distance education did not significantly differ in relation to gender, personal computer ownership, or field of study. However, differences were observed in relation to their internet connection status. Qualitative analysis generated sub-themes under the Distance Education theme, such as the Student in Distance Education and the Features of Distance Education.

Adult learners’ perceptions of distance education

Research informing adult education teachers’ didactic practices in distance education is scarce. Approaching the adult learner’s perspectives on how distance education is perceived is key to informing future initiatives. This study explores adult learners’ perception of distance education, concentrating on aspects such as, social presence, course structure, and perceived learning and satisfaction. A survey was distributed to teachers ( n = 78) in five schools organising adult distance education. Findings show that teacher accessibility and course structure correlated positively with social presence and perceived learning and satisfaction. Overall, adult learners are satisfied with their distance teaching. A challenge facing adult distance education is to create a sense of social presence despite the high demand for flexibility. Thus, we explored learner perceptions of benefits and challenges in distance education and structured these into social, cognitive, spatio-temporal, emotional, and technical dimensions. Findings reveal that one challenge in the social dimension was a lack of connection with peers, and a benefit in the cognitive dimension referred to autonomy and self-regulation. These findings are important as educational institutions and policymakers may strive for high flexibility, which in turn may lead to lower group cohesion and a lack of social presence.

Hemşirelik Eğitimcilerinin COVID-19 Pandemisinde Uzaktan Eğitim Algıları ve Etkileyen Faktörlerin Değerlendirilmesi

Objective: To evaluate perceptions of distance education in nursing educators and affecting factors during COVID-19. 
 Methods: This descriptive cross-sectional research was conducted with 374 educators from different schools of nursing in Turkey. The data were collected using a Personal Information Form and the Perception of Distance Education Questionnaire and were analyzed by descriptive analysis, independent samples t-test and ANOVA, linear regression analysis, and thematic analysis. 
 Results: Four factors related to educators’ perceptions of distance education were found: a high level of satisfaction with distance education (DE), incorporating brainstorming and video-viewing techniques, and the realization that course learning outcomes could be achieved. Seven themes regarding advantages of DE emerged: provided better time management, flexibility, and ease of access, video recordings of lessons made learning easier, physical environment issues were solved, DE is a suitable method for theoretical courses, DE made assessment and evaluation easier, DE ensured the continuation of education, and DE improved the educators’ technology skills. In addition, six themes regarding disadvantages of DE emerged: inadequate technological infrastructure, DE caused health problems, deterioration of the learning and teaching process, challenges in applied education, difficulties in assessment and evaluation, and an increase in educator and student workloads.
 Conclusion: To increase positive perceptions of nursing educators towards DE, active teaching techniques should be encouraged to increase satisfaction with DE. The perceptions of nursing educators should be taken into consideration to better structure the course curricula and to eliminate the distance education infrastructure deficiencies of the institutions.

Nursing Students' Perceptions of Distance Education and Mobile Learning Behaviors

Giriş: Günümüzde gelişen eğitim teknolojileri ve öğretim metotları ile geleneksel yöntemlerden farklı olarak uzaktan eğitim ve mobil teknolojiler eğitimde sıklıkla kullanılmaktadır. Amaç: Araştırma uzaktan eğitim alan hemşirelik öğrencilerinin mobil öğrenme davranışları ve uzaktan eğitime ilişkin algılarının belirlenmesi amacıyla yapıldı. Yöntem: Bu çalışmada tanımlayıcı ve kesitsel türde araştırma deseni kullanıldı. Araştırmanın evrenini bir devlet üniversitesinin hemşirelik bölümünde eğitim gören 481 hemşirelik öğrencisi oluşturdu. Araştırma örneklemini ise güç analizine göre belirlenen 269 hemşirelik öğrencisi oluşturdu. Veriler, Öğrenci Bilgi Formu, Uzaktan Eğitim Algı Ölçeği ve Mobil Öğrenme Hazır Bulunuşluk Ölçeği ile toplandı. Veriler Mann Whitney U, Kruskall Wallis testi ve korelasyon analizi ile değerlendirildi. Bulgular: Öğrencilerin yaş ortalamasının 20,77 ± 2,11 yıl ve %75,8'inin kadın olduğu belirlendi. Çalışmaya katılan öğrencilerin Uzaktan Eğitim Algı düzeyi puan ortalaması 66,55 ± 7,74, Mobil Öğrenme Hazır Bulunuşluk düzeyleri puan ortalamaları 5,05 ± 1,13 olarak saptandı. Uzaktan Eğitim Algı Ölçeği ile Mobil Öğrenme Hazır Bulunuşluk Ölçeği puan ortalamaları arasında orta düzeyde ve pozitif yönde bir ilişki belirlendi (p < 0,05). Sonuç: Araştırmada, hemşirelik öğrencilerinin uzaktan eğitime ilişkin algılarının orta düzeyde olduğu, mobil öğrenmeye hazır bulunuşluk düzeylerinin ise yüksek düzeyde olduğu belirlendi.

Perceptions of In-Service Training Students in Distance Education about Online Learning during Covid-19

This study aims to determine the readiness of distance education students (Open University) in providing online learning, and further efforts are needed to maximize teacher training students so that they are ready to teach both face-to-face and online if it is known that they are not optimal. The social implication is for the public to know that Open University students are ready to teach online to their students, and the public has no doubts about graduates from open universities. What are In-Service Training students' perception of Distance Education and their readiness to carry out online learning? This study uses a quantitative descriptive survey method that focuses on teachers' perceptions of online learning in the Covid-19 era. Data was obtained through a questionnaire sent via a Google form. The data were analyzed descriptively and tested with ANOVA and post hoc tests to see how far the respondents have owned the teacher's role. The results are 1) the respondents considered the online learning that had been done was good, and several other things needed to be noted for teachers and educational institutions, 2) Most of the respondents are ready to carry out online learning, and 3) the role of the teacher as a facilitator, guide, and organizers are good, and the role of teachers as evaluators, motivators, initiators, and transmitters still need to be improved.

INVESTIGATION OF ATTITUDES OF STUDENTS STUDYING IN FIRST AND EMERGENCY AID PROGRAM TOWARDS DISTANCE EDUCATION

Objectives: While higher education institutions were looking for a solution to the problems with distance education, students' perceptions of distance education became a matter of curiosity. This study was conducted to evaluate the students' attitudes studying in the First and Emergency Aid Program towards distance education. 
 Materials and Methods: The research was conducted with the students studying in the First and Emergency Aid Program in the spring semester of the 2019-2020 academic year. In this multicenter study, the "Attitude Scale towards Distance Education" was used. 
 Results: Nine hundred forty-eight students who voluntarily participated in the study answered the questions comprehensively. It was determined that the attitude level of male students (26.4%) participating (m=92.00) was moderate, and the level of attitude of female students (73.6%) (m=81.00) was low (p

Learners’ Perceptions and Preferences in Distance Learning in the New Normal Era

The COVID-19 pandemic has forced many school shutdowns and pushed millions of learners out of the classroom, resulting in shifts in teaching-learning modalities. The study uses a descriptive quantitative design to explore learners’ preferences and perceptions of distance education. Through a convenient sampling technique, senior high school students were surveyed about their preferred study habits and learning practices and their feelings and insights toward distance education. The study found that low access to the internet and gadgets has been a great cause of worry for them. Despite the physical distance, students like to interact and maintain communication with teachers and peers and receive feedback about their work. However, learners are ambivalent about the conduct of regular synchronous classes. The majority also believe that distance learning is more difficult than the pre-pandemic setup. It is suggested that relevant educational stakeholders find ways to help students who struggled during this sudden shift in education.

Nursing Students' Perception of Distance Education and its Relation with Perceived Academic Stress and Emotional Intelligence during COVID-19

Nursing Students' Perception of Distance Education and its Relation with Perceived Academic Stress and Emotional Intelligence during COVID-19

Öğretmenlerin Uzaktan Eğitim Algısı

The study aimed to determine the perceptions of teachers about distance education and investigated the teacher perceptions of distance education, who work in five different secondary schools located in the Eastern part of Turkey. The general survey model, one of the qualitative research methods, was used in the present study, in which the study group consisted of 201 teachers. The "Distance Education Perception Scale" developed by Gök (2001) was used to investigate teachers' perceptions of distance education, and the reliability coefficient of the scale was calculated as .90. According to the data obtained at the end of the research, it was shown that the perception levels at the distance education perception scale were low compared to the teachers' perceptions of the basic view of distance education, and the perceptions of the access to resources factor, the educational planning factor and the whole scale were at moderate levels. It has been concluded that there is no significant difference in the variables of teachers' perceptions of distance education in terms of gender, department, age, professional experience and technology use levels.

Using Online Photovoice (OPV) to Understand Youths’ Perceptions of Distance Education during COVID-19

In this study we aimed to investigate young college students’ experienced problems and support resources regarding online or distance education during the COVID-19 pandemic. We used an innovative technique, Online Photovoice (OPV) method to collect data. The research includes the theoretical framework created to understand the factors that facilitate and complicate online/distance education processes for prospective teachers in the COVID-19 pandemic. Therefore, the framework consisted of Ecological Systems Theory (EST), Community-Based Participatory Research (CBPR), and OPV. In the analysis of the data, we used Online Interpretive Phenomenological Analysis (OIPA). The study sample consisted of 153 young university students in three universities in the south and southeast of Turkey. The data collection tool was created as an online form consisting of four parts: introduction, general information, and consent form; questions on the most important facilitator and the most important barrier in your life for your online/distance education during the COVID-19 process using OPV; and demographic questions section. When the facilitating factors obtained from the study data were examined, 11 main themes emerged. These main themes were having online or distance education (37%), technology, computer, internet, and helpful course programs (30%), and private space (10%). On the other hand, 16 complicating main themes have emerged including insufficient technology (32%), problems with online education (15%), and financial issues (12%). The participants attributed facilitators and barriers to EST levels, respectively: individual/intrapsychic factors (47%, 43%), microsystem (19%, 48%), exosystem (36%, 37%), and macrosystem (26%, 34%).

Palestinian University Students' Perceptions of Distance Education in Light of the Coronavirus Crisis

A study aimed to identify Palestinian university students' perceptions of using distance education in light of the Coronavirus crisis from the students' point of view, depending on the differences between gender or the university in which they study. The descriptive approach was used for the current research. The 25-paragraph questionnaire was distributed electronically through social media sites due to the closure of universities. The sample of the study was formed from (73) distributed among (16) males and (57) females and distributed to universities came (42) students of Palestine Technical University Khudouri, and (19) students of Al-Najah University and (12) students of Arab American University.
 The study found that Distance Education was a problem for students because of the constant need for Internet service, while Distance Education helped them with multiple sources of information. Moreover, Distance Education did not make it easier to understand teaching subjects better, nor did it make education popular for students. They preferred education that was more remote than Distance Education. The study also did not find any differences in the perceptions of Palestinian university students to use distance education in light of the Coronavirus crisis due to the variable of gender or university.
 The most important recommendations are providing an appropriate educational structure for implementing e-learning in Palestinian universities and removing all human, material and technical obstacles that prevent its spread in the educational system in various stages and fields. And that there is a need for Palestinian universities to offer materials that provide students with e-learning skills and techniques to facilitate the process of interaction and benefit by students with Educational materials provided electronically.

Higher Education Students' Perceptions of Distance Education during the Coronavirus (Covid-19) Pandemic

Koronavirüs (Covid-19) pandemisiyle beraber yaşanan kriz ortamında eğitimin devamlılığını sağlamak ve eğitimi sürdürülebilir kılmak adına [acil] uzaktan eğitim uygulamaya konulmuştur. Bu bağlamda araştırmanın amacı, yükseköğretim öğrencilerinin Covid-19 pandemisi sürecindeki uzaktan eğitim algılarını nitel olgubilim (fenomenoloji) yöntemi çerçevesinde metafor analizi ile incelemektir. Araştırmanın katılımcıları; yüksek lisans, lisans ve ön lisans seviyelerinde 82 üniversite öğrencisinden oluşmaktadır. Veri toplama sürecinde, araştırmacılar tarafından çevrimiçi bir form hazırlanarak katılımcılardan “Uzaktan eğitim ... gibidir. Çünkü ...” ifadesini tamamlamaları istenmiştir. İçerik analizi ile elde edilen bulgulara göre katılımcılar, 68 olumlu ve 81 olumsuz metafor üretmişlerdir. Olumlu metaforlardan “esneklik”, “kullanışlılık”, “öğrenci katılımı” ve “uygunluk” temaları; olumsuz metaforlardan ise “öğretim süreci”, “kullanışlılık”, “öğrenci durumu”, “ölçme değerlendirme” ve “acil uzaktan öğretim” temaları elde edilmiştir. Öğrenciler, uzaktan eğitim yoluyla öğrenme fırsatlarına erişmenin esneklik ve zaman-mekân bağlamında bağımsızlık sağladığını düşünmektedirler. Öte yandan öğrenciler uzaktan eğitimi, etkililiği düşük ve etkileşimi yetersiz olarak değerlendirmektedir. Öğrenciler pandemi bağlamında, uzaktan eğitimi okul öncesi dönemden doktora derecesine kadar eğitimin her kademesini etkileyen acil dönüşüm sürecinin bir parçası olarak algılamaktadırlar.

The Relationship between Academic Self-Efficacy and Distance Education Perception in the Pandemic Process: A Study on Physical Education and Sports Teacher Candidates

The aim of this study is to examine the relationship between academic self-efficacy and distance education perception levels of physical education and sports teacher candidates during the pandemic process. The population of the study consists of teacher candidates (n=908) studying at the physical education and sports teaching departments of the School of Physical Education and Sports and Sports Sciences within the private and public universities affiliated to the Higher Education Institution in Istanbul, and the sample consists of volunteers (n=398) determined by simple random sampling method from this population. In order to collect data, the Google Forms platform was preferred in order to maintain social distance during the pandemic process. During the data collection process, information and questionnaires about the study were communicated to the participants through social networks. Volunteers who participated in the study were asked to fill in the personal information form, academic self-efficacy and distance education perception scales. The data obtained in the study were analyzed in computer environment. Variables are expressed by using mean ± standard deviation, percentage and frequency values. Pearson product moments correlation analysis (r) was applied to reveal the relationships between the scales. For the significance level of the tests, p<0.05 and p<0.01 values were accepted. As a result, it was determined that the academic self-efficacy and distance education perception levels of physical education and sports teacher candidates were above the average. Between the academic self-efficacy and perception of distance education. A low level positive relationship was found. It is thought that this situation is caused by the concerns of physical education and sports teacher candidates, who are accustomed to the face-to-face transfer of knowledge and skills related to the teaching models of sportive skills, to the transition to distance education and to the problems that may occur in this process and not to learn the necessary knowledge and skills related to their professional development. Keywords: Physical Education and Sports, Academic Self-efficacy and Distance Education Perception

Teachers’ Perceptions of Distance Education During the COVID-19 Pandemic in Saudi Arabia –Riyadh Educational Area

The Internet is one of the most prominent discoveries in the world today. The move of most businesses and establishment to the online platform has been witnessed increasingly. Education is not left out of this development and the government of Saudi Arabia has been reported in several studies to have dedicated to providing the citizens with the best educational option. Studies have also shown that Saudi Arabia has embraced majorly the on-ground method of education given that most students are not intrigued by the idea of online education even though they find it preferable. Several studies have however been carried out on the perception of students of distance education. This 2020 study brings to light the perception of teachers in schools in Riyadh, Saudi Arabia by obtaining a group data. The study showed that teachers positively perceive the method of education but do not have enough resources and training to properly handle teaching through the method. The government is thereby pleaded with to help improve the accessibility of students and training of staff in necessary basics concerning the method of education.

Digital Skills for Teaching and Learning in Distance Education: An Example of a University in the Pandemic

Purpose: Distance education gained key importance in the field of education during the COVID-19 pandemic. A new era has begun for educators and students in higher education with the birth of education and training from a distance. In this study, the predictive power of academic staff's digital competence to gauge their distance education perception was investigated. Secondly, the predictive power of students' digital literacy to understand their online learning readiness was examined. Method: This study was conducted with a survey design, one of the quantitative research designs. The distance teaching dimension of this study was performed with 201 (F: 119;M: 82) academicians, and the distance learning dimension was carried out with 1612 (F: 1026;M: 580;Other: 6) students. For distance teaching, the predictive power of educators' digital competence was examined, and the predictive power of students' digital literacy was examined for the distance learning dimension of this study. Results: For the distance teaching part of this study, results showed a positive and significant relationship between the academic staff's digital competence and their perceptions of distance education. Furthermore, their digital competence significantly predicted their perceptions. For the distance learning part of this study, the results showed a positive, significant relationship between students' digital literacy and their online learning readiness, and their digital literacy significantly predicted the level of their online learning readiness. The results indicated that the digital skills of both the academic staff and students were a prerequisite for the effectiveness of distance learning and teaching. Implications for Research and Practice: As the results of this research indicate, digital skills have a significant impact on academicians' perceptions of distance education and on students' readiness for learning. In this regard, supporting the digital skills of both parties will increase their readiness for distance education and, ultimately, students will be able to benefit more from distance education. (C) 2021 Ani Publishing Ltd. All rights reserved

School Administrators' Views on Distance Education during the Covid-19 Pandemic Process

Schools are among the most important educational organizations where education and training activities are carried out. Along with the impossibility of the continuation of face-to-face education during the COVID-19 pandemic called new type of coronavirus, the distance education process has affected schools' ability to continue educational activities. School administrators, who are among the most important sections responsible for carrying out education and training services in schools properly, have played a significant role in the continuation of distance education during the present COVID-19 pandemic. Although school administrators have carried out the general activities of the school within the framework of social isolation rules, they have done all kinds of work to continue the distance education process efficiently. The aim of this study was to determine school administrators' views on distance education activities during the COVID-19 pandemic process. The results of the study are considered to be important since they will provide information on school administrators' perceptions of distance education during the COVID-19 pandemic process. The study was designed according to the qualitative research method. 46 school administrators (Principal or Deputy Principal) working in Elazığ province. A structured interview form was used as the data collection method. The "content analysis" was performed in the study. The responses in all interview forms were tabulated under common codes in a way to form categories (themes). The most remarkable results of the study were that school administrators indicated that distance education during the COVID-19 pandemic process generally had positive and negative aspects. Furthermore, the situations such as Internet access, lack of technical infrastructure, and computer/tablet shortage were the most determined problems during the pandemic.

Perception of distance education by students in lockdown situation: first data

Cette étude propose une analyse du vécu des étudiants face à un enseignement à distance imposé en période de confinement et principalement constitué d’une simple transposition numérique de l’enseignement classique. Plus de 7000 étudiant(e)s de l’Université de Lorraine ont répondu à une enquête sur l’enseignement à distance dispensé depuis mars 2020. Cette étude a vocation à étudier leur perception de cette forme d’études imposée. Après avoir exploré leur ressenti en termes d’avantages et inconvénients, nous analysons les outils qui leur sont proposés en cours, en travaux dirigés et en travaux pratiques. Une attention est portée sur les examens et sur les éléments de fracture numérique. Les résultats sont pratiquement indépendants des secteurs disciplinaires, du genre, du niveau d’études et mettent en évidence une perception globalement peu enthousiaste. Si cela était prévisible, cette étude permet de mettre au jour des données quantitatives sur cette perception. Pour n’extraire que quelques chiffres, mentionnons que la perte de motivation et les problèmes de concentration touchent les deux tiers des étudiant(e)s, que le caractère injuste des examens à distance est mentionné par la moitié d’entre eux et que seulement un tiers de la population interrogée considère l’expérience imposée comme positive ou très positive. Si le gain de temps dans les transports et la possibilité d’étudier à son rythme sont cités comme des avantages, la simple transposition à distance d’un enseignement classique est loin d’être plébiscitée.