Author:
Bylieva Daria,Bekirogullari Zafer,Lobatyuk Victoria,Nam Tatiana
Abstract
Purpose of the study: The situation of a mass transition of Universities to online education in the period of the COVID-19 pandemic allowed us to see the challenges of distance e-learning in practice. In this unique situation, the same students studying the same course changed only the form of education, which allows us to see the consequences of such a transition. The purpose of the study is the analysis of changes in students' educational activities in the transition to online learning.
Methodology: The article provides a quantitative statistical analysis of changes in the behaviour of first-year students of Peter the Great St. Petersburg Polytechnic University (N=3122) in the framework of studying the mass open online course “Philosophy” on the platform open.edu when switching to fully e-learning in March 2020. The authors have applied data mining MOOCs from students’ learning portfolios.
Main Findings: Existing technological solutions and educational technologies made it possible to quickly adapt the education system to the distance format. However, the transition to fully e-learning has led to a sharp increase (by 16-17%) in the number of students who do not participate in intermediate tests and not doing homework in the e-course and later did not return to normal learning.
Applications of this study: Since modern higher education is increasingly using e-learning, it is necessary to anticipate the consequences of the implementation of e-learning. The study helps to see general trends in this area.
Novelty/Originality of this study: The study provides an analysis of students’ learning when switching to online education based on data taken directly from students’ learning portfolios, which allows us to see a completely objective picture of changes in students' behaviour.
Subject
General Social Sciences,General Arts and Humanities
Cited by
13 articles.
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