POTENTIAL AND RISKS OF ONLINE EDUCATION IN STUDENTS’ ASSESSMENTS

The digitalization of higher education is a long-term trend that gained momentum during the COVID-19 pandemic as a result of a forced transition to distance learning. This paper analyzes empirical results of an online survey on this transition. The authors conducted the survey in May-June 2020 among students of several Russian universities, gathering 433 respondents of various educational fields.

The aim of the research is to analyze factors of students’ adaptation to digital education, systematize potential risks of switching to a digital format and identify the potential of online learning for higher education. The conceptual framework of the research is based on the following categories: “digitalization of the learning”, “adaptation of students to digital education”, “attitude to online education”, “risks of online education”, “potential of online education”.

The survey followed a three-level model of attitude measurement: emotional, cognitive and behavioral aspects. Survey form and analysis is based on the idea that students’ readiness to switch to distance learning is determined by a set of environmental and personal factors. Environmental factors include the development of the university educational online-environment, the educational policy, the management and internal control system, the corporate culture of the university. Microfactors include students’ cognitive and other psychological characteristics, as well as general socio-psychological readiness to innovate. According to the survey results, two groups of respondents can be explicitly identified according to their level of adaptation to digital education. Respondents with a high adaptability score are more positive in their assessments of the potential of digital learning. It is easier for them to adjust to new educational format which they see as a new opportunity, rather than an area of possible risks. Poorly adapted students are more likely to express concerns about the potential risks of distance learning. They have already experienced negative effects like the spread of low-quality content, the shift in focus from acquiring knowledge to getting a graduation, and the weakening of social ties between students which made them more critical. It is concluded that the degree of adaptation to distance learning is formed from the student’s deeper beliefs and experience in education in general.

Keywords: higher education, distance learning, adaptation to digital learning, COVID-19 effects, risks of digital education