1 Department of Pedagogy of Higher Education, Kazan (Volga region) Federal University, Kazan, RUSSIA
2 Scientific and Educational Center "Person in Communication", Pyatigorsk State University, Pyatigorsk, RUSSIA
3 Department of English Philology, Kuban State University, Krasnodar, RUSSIA
4 Department of Medical and Social Assessment, Emergency, and Ambulatory Practice, Sechenov First Moscow State Medical University, Moscow, RUSSIA
5 Department of Foreign Languages, RUDN University, Moscow, RUSSIA
6 Department of Informatics, Management and Technology, Moscow City University, Moscow, RUSSIA
* Corresponding Author
The proliferation of technology and the heightened significance of e-learning in the midst of the COVID-19 pandemic transformed the perspectives and attitudes of educational stakeholders toward educational technology. The objective of this research was to explore the attitudes of higher education students toward e-learning. Data collection was conducted via a questionnaire. The findings demonstrated that the key benefit of e-learning, as reported by a substantial majority (77.0%) of participants, is the convenience of studying from home. This is closely followed by the advantage of learning at one’s own pace, as 69.4% of respondents expressed. A considerable proportion (58.8%) highlighted the comfort factor associated with e-learning, along with the cost-saving aspect of reduced expenses on accommodation and transportation. Other advantages included the ability to access course materials remotely (57.6%) option to record meetings online (51.1%), regarding disadvantages of e-learning, the majority (59.4%) of respondents indicated that e-learning limits interaction with others, followed by social isolation (44.1%), lack of self-discipline (43.5%), internet problems (43.5%). The results showed that e-learning was perceived to be less effective compared to conventional face-to-face learning. Also, we showed that, in general, there is no significant relationship between socio-demographic variables and attitudes toward e-learning. Only a few significant relationships were found regarding demographic variables on attitudes. We made educational implications for the next studies on our results.
Masalimova, A. R., Zheltukhina, M. R., Sergeeva, O. V., Sizova, Z. M., Novikov, P. N., & Sadykova, A. R. (2024). Exploring higher education students’ attitudes toward e-learning after COVID-19.
Contemporary Educational Technology, 16(1), ep488.
https://doi.org/10.30935/cedtech/14045Masalimova, A. R., Zheltukhina, M. R., Sergeeva, O. V., Sizova, Z. M., Novikov, P. N., and Sadykova, A. R. (2024). Exploring higher education students’ attitudes toward e-learning after COVID-19.
Contemporary Educational Technology, 16(1), ep488.
https://doi.org/10.30935/cedtech/14045Masalimova AR, Zheltukhina MR, Sergeeva OV, Sizova ZM, Novikov PN, Sadykova AR. Exploring higher education students’ attitudes toward e-learning after COVID-19.
CONT ED TECHNOLOGY. 2024;16(1), ep488.
https://doi.org/10.30935/cedtech/14045Masalimova, Alfiya R., Marina R. Zheltukhina, Olga V. Sergeeva, Zhanna M. Sizova, Philipp N. Novikov, and Albina R. Sadykova. "Exploring higher education students’ attitudes toward e-learning after COVID-19".
Contemporary Educational Technology 2024 16 no. 1 (2024): ep488.
https://doi.org/10.30935/cedtech/14045Masalimova, Alfiya R. et al. "Exploring higher education students’ attitudes toward e-learning after COVID-19".
Contemporary Educational Technology, vol. 16, no. 1, 2024, ep488.
https://doi.org/10.30935/cedtech/14045Masalimova AR, Zheltukhina MR, Sergeeva OV, Sizova ZM, Novikov PN, Sadykova AR. Exploring higher education students’ attitudes toward e-learning after COVID-19. CONT ED TECHNOLOGY. 2024;16(1):ep488.
https://doi.org/10.30935/cedtech/14045