Student or Human Operator? Objective Results and Subjective Perceptions of the Process and Results of Offline and Online Learning

Abstract

The article analyzes the different levels of students perceptions and attitudes and training areas to different learning formats: online and offline. The paper is the research a continuation conducted by the author since the pandemic beginning, reflecting the learners’ attitudes dynamics towards learning different aspects and distance learning in general. The study objects were a technical university different training areas students, have got learning experience of technical and humanities disciplines in different formats. The study subject were both objective indicators of different formats (grades comparison received during offline and online learning, and health status). The process subjective characteristics evaluation and learning results in different formats were also compared: satisfaction with the obtained educational results, the monotony, emotions state manifestation experienced when learning in different formats. In other words, the study compares objective and subjective characteristics of different formats: learning achievements and health preservation, satisfaction with the educational process and experienced emotional results. The empirical part is built on the empirical data analysis obtained through the questionnaire designed by the author. The hypotheses regarding the more positive attitude of students towards offline learning and the differences’ presence in attitude towards formats depending on which disciplines are emitted - technical or humanities are tested. The study results showed that the learners’ marks in the transition from offline to online format often increase or remain at the same level. However, subjectively, learners assess the learning process in the online format rather negatively, regardless of whether technical or humanities subjects are studied: the learning process pleasure decreases, monotony increases and satisfaction with the learning outcomes decreases. And this is despite the deteriorating health noted by the respondent’s majority. The conclusion is made about the learning process formalization in the transition to online, the transferring and changing personal meanings’ difficulty, the personal knowledge formation, which are the learning main criteria. It is noted that an important factor in the negative assessment of online learning are the differences in instrumental and technological readiness of participants in the educational process in the use of information and communication digital technologies. Lack of consideration of the impact of the design of the used learning tools on the process and the result of training also negatively affect the evaluation of online learning. It is pointed out the need to find a “formula” for blended learning and the learning technologies development - ICT and digital - up to the immersive reality creation, which will make the departure from offline to online learning the basis for effective learning, bringing satisfaction to all participants in the educational process. #CSOC1120.