Remote Learning in Higher Education: Evidence from Poland

Area of Science:

• Education
• Sociology
• Information Technology

Background:

• The COVID-19 pandemic necessitated a rapid shift to remote education in higher education institutions globally.
• The effectiveness of remote learning is contingent upon technological infrastructure and the digital literacy of educators and students.
• Student perspectives are crucial for understanding the multifaceted impacts of remote learning.

Purpose of the Study:

• To evaluate remote learning in higher education from the students' perspective.
• To identify and analyze the key dimensions influencing student evaluations of remote education.
• To explore the relationship between student characteristics and their perceptions of remote learning.

Main Methods:

• A survey was administered to 999 students (518 women, 481 men) engaged in remote learning.
• The survey included 16 mixed questions covering sociodemographic factors, experiences, and opinions on remote education.
• Student evaluations were analyzed across four dimensions: socio-emotional, developmental, time-financial, and negative attitude.

Main Results:

• Key advantages identified by students include time savings, remote study options, work-study balance, and reduced costs.
• Significant disadvantages reported are the loss of social connections, fatigue from digital tool use, and increased distractions.
• The socio-emotional dimension is more critical for blended remote learners, while the developmental dimension is important for those studying longer hours.

Conclusions:

• Remote learning presents a trade-off between convenience and social/developmental engagement for higher education students.
• The duration of remote learning increases the perceived importance of the time-financial dimension.
• Tailoring remote education strategies to address socio-emotional and developmental needs is essential for student satisfaction.