Distance and Blended Education
Process and Results in the Students’ Perception
Abstract
Over the past few years, the epidemiological situation in the world has changed. These changes have made significant impact to educational process organization. So, for some time all classes were held in remote format, then it was replaced by blended learning, which continues to operate in many educational institutions (mainly in higher educational institutions) to this day.
It is difficult to call process participants' attitude to such learning forms unambiguous, as well as to say with certainty that the adaptation to the changes was successful. This article discusses students’ attitudinal research results towards distance and blended learning, current control objectivity assessment compared with intermediate control objectivity assessment. The questionnaire also included questions related to the motivation level, adaptation to distance and blended learning formats and the satisfaction level, questions related to the approaches, methods and technologies used. Also, as part of the survey, the students’ self-organization level was examined.
For the study under discussion, the developed questionnaire included 32 questions with different answers types. Learning motivation was studied using the questionnaire of T. I. Ilyina. The survey was attended by Voronezh State University Applied Mathematics, Informatics and Mechanics Faculty students of all courses and study forms.
After processing author's questionnaire answers, conclusions about students’ attitude to distance and mixed learning formats, their acceptability, adaptation to these forms and students’ self-organization ability were made. T. I. Ilyina’s questionnaire answers indicate the correlation between the desire to knowledge acquiring, profession mastering and diploma receiving. The results were also compared with previous studies.
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