Author
Listed:
- Nadiya KREYDUN
(Ph.D. in Psychology, Associate Professor, Dean of the Psychology School, V. N. Karazin Kharkiv National University, Kharkiv, Ukraine)
- Oleksii NALYVAIKO
(Ph.D. in Pedagogy, Associate Professor of Pedagogy Department, V. N. Karazin Kharkiv National University, Kharkiv, Ukraine)
- Liudmyla IVANENKO
(Ph.D. in Pedagogy, Associate Professor, of Pedagogy Department , V. N. Karazin Kharkiv National University, Kharkiv, Ukraine)
- Liliya ZOTOVA
(Ph.D. in Psychology, Associate Professor of Applied Psychology Department, V. N. Karazin Kharkiv National University, Kharkiv, Ukraine)
- Olena NEVOIENNA
(Ph.D. in Psychology, Associate Professor, Department of General Psychology , V. N. Karazin Kharkiv National University, Kharkiv, Ukraine,)
- Liubov IAVOROVSKA
(Ph.D. in Psychology, Associate Professor, Department of General Psychology , V. N. Karazin Kharkiv National University, Kharkiv, Ukraine)
- Andrii KHARCHENKO
(Ph.D. in Psychology, Associate Professor of Psychological Counseling and Psychotherapy Department, V. N. Karazin Kharkiv National University, Kharkiv, Ukraine)
- Pavlo SEVOSTIANOV
(Ph.D. in Psychology, Associate Professor of Applied Psychology Department, V. N. Karazin Kharkiv National University, Kharkiv, Ukraine)
Abstract
The article presents the results of a study of the quality of education in conditions of forced distance learning in the initial conditions of the introduction of quarantine restrictions caused by COVID-19. The study was conducted in two stages to identify the quality of education in conditions of forced distance learning for teachers and students from 03.30.2020 to 04.04.2020. The study involved teachers in the amount of 42 people. To study the perception of the image of students by teachers in the framework of forced distance and classroom learning, a questionnaire was developed that covers various aspects of student activity under quarantine restrictions. The survey involved 326 students from different faculties. Students were asked to answer questions regarding their assessment of the educational process in conditions of forced distance learning. This helped to determine some aspects of the quality of education in the conditions of forced distance learning. The results showed that the quality of education in the opinion of teachers after the transition to forced distance learning gives reason to talk about the emergence of perceptual-cognitive dissonance among teachers, because the information that they receive in the process of communicating with students online does not meet their own expectations in many ways perception, imagination, analysis (due to the minimum of information during communication), which is about the typical direct process of interaction with students, their personal experience regarding this interaction. Thus, for students of all courses, the quality of education is associated with both personal and professional growth. Our study showed that, despite the fact that students are aware of the need to form personal qualities, they do not fully understand what these qualities are and in what ways they need to be developed.
Suggested Citation
Nadiya KREYDUN & Oleksii NALYVAIKO & Liudmyla IVANENKO & Liliya ZOTOVA & Olena NEVOIENNA & Liubov IAVOROVSKA & Andrii KHARCHENKO & Pavlo SEVOSTIANOV, 2022.
"The Quality of Education in the Conditions of Forced Distance Learning Caused by COVID-19,"
Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 14(4), pages 423-448, December.
Handle:
RePEc:lum:rev1rl:v:14:y:2022:i:4:p:423-448
DOI: https://doi.org/10.18662/rrem/14.4/649
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