УДК 37.013

Impact of Distance Learning for the Success of Students' Learning Activities

Томусяк Оксана Геннадьевна – студентка историко-филологического факультета Белгородского государственного национального исследовательского университета

Abstract: In the modern world, distance learning has become an essential part of the educational process, providing students with unique opportunities to gain knowledge in an online environment. Currently, there are many studies on various aspects of distance learning, but the dependence of the quality of the university educational process on this format has not been sufficiently studied. In this regard, based on an analysis of scientific literature, it has been proven that the distance learning format does not reduce its effectiveness if there is a high level of motivation and those personal qualities of students that are necessary for successful online learning. The author was the first to identify the specifics of the distance learning format: the presence or absence of any alternative depending on external conditions (political, economic, social); imposing high personal and psychological demands on students. The results show that distance learning provides valuable opportunities, but requires special attention to the psychological aspects of learning, taking into account it’s necessity to create more effective and adaptive educational programs.

Keywords: distance learning, online education, learning success, academic achievement, psychological readiness, success criteria.

Introduction

Modern education is actively evolving, and one of the important aspects of its transformation has been the mass introduction of distance learning. Аccompanying changes in the educational process raise questions about the impact of distance learning on the success of students’ educational activities, which is a scientific problem today. The report “Lessons of the Stress Test” [1], developed in 2020 by a group of researchers at the initiative of the Russian Ministry of Education and Science, presents interesting information. According to this in 2020, after two years of working in a distance format, 90% of teachers preferred the traditional format from the point of view in terms of the quality of education; almost 60% doubted the quality of online learning and did not plan to continue its active use after leaving self-isolation. However, today, despite the end of self-isolation, the use of the “questionable” format is still quite active both in universities in Russia and around the world. Does this mean that the quality of training and the level of success are also actively declining? There is no clear answer yet.

Currently, there are many studies of different aspects of the distance-learning format [2, 3, 4, 5]. Many works are devoted to the psychological characteristics of students during full-time classical education [6, 7, 8]. However, there are relatively few works that would study the psychological aspects of online education and the quality/efficiency of the university educational process in a distance format [9, 10, 11]. At the same time, the active use of the online format presupposes the implementation of certain measures that would contribute not only to maintaining at the proper level, but also to improving the quality of university training and, accordingly, increasing the educational success of students. To develop and implement such measures, it is important to understand how students adapt to a new learning format and what psychological factors may influence their success.

In connection with the above, the purpose of this study is to research the influence of the distance-learning format on the success of students’ learning from a psychological perspective. In the process of analyzing current scientific literature, we will try to prove the following hypothesis: the distance-learning format does not reduce its effectiveness if there is a high level of motivation and those personal qualities of students that are necessary for successful online learning.

Specifics of distance learning

Today there are different interpretations of the concept of “distance learning” [12]. However, in our opinion, the definition of a distance-learning format will not be complete without taking into account its specific characteristics, in particular, in the context of use in Russian universities.

In addition to the short time frame and large scale mentioned above, the uniqueness of the education transformation taking place today lies in the involuntary transfer of learning to a distance format, which began to occur in countries affected by the COVID-19 pandemic. In this regard, the remark of researcher N.Y. Seroshtanova is important that usually “a person, due to his individual abilities and capabilities, unconsciously chooses the method of action (in any sphere of human activity: training, rest, work) that is most suitable for him. A person’s capabilities directly depend on his physical and psychological characteristics. It is also known that the forms, methods and means of teaching used in pedagogical technologies primarily take into account a person’s ability to perceive information, process it, and reproduce it; a person’s success in learning depends precisely on the characteristics of these processes” [13]. So, when distance learning becomes, albeit a consciously chosen, but “no alternative form, it can cause psychological discomfort...” [14], which will negatively affect the learning process. In this aspect, we can talk about the key condition for the transition to a distance learning format, in which a university student or course participant will receive a satisfactory level of education – “voluntariness”, the ability to choose the form of education (traditional or online, synchronous or asynchronous, mixed, etc.).

In this way, the first and, in our opinion, the most important feature of the distant format becomes obvious – the presence or absence of an alternative depending on external conditions (political, economic, social).

The main difference between distance learning and traditional learning is the opportunity to be at a great distance from the educational institution and to be busy with production matters, etc. At the same time, the student is given greater “freedom” in learning – a flexible schedule and choice of disciplines, the ability to “adjust” class time to other affairs, etc. However, young people cannot always take advantage of this kind of “freedom” correctly. For example, the results of surveys conducted by researcher N.Yu. Seroshtanova [13] among “students of military academies (people who graduated from military schools and served in the army), showed that 48% of them do not know how to manage time, 75% are aware of their weak willpower, lack of perseverance, and insufficient demands on theirself, sometimes laziness, lack of composure, disorganization.” Based on the above, we note another specific characteristic of distance learning – the presentation of high demands of a personal and psychological nature: students must be persistent, purposeful, honest, etc.; master the basics of methods and techniques for independent work, independent acquisition and replenishment of knowledge, and be interested in acquiring knowledge.

Personal qualities necessary  for successful online learning

Recently, more and more publications have appeared in the scientific literature considering personal characteristics as predictors of academic success. One of the most modern models of personality characteristics (qualities) is the Big Five model [15], which includes such characteristics as neuroticism/emotional stability, extraversion/introversion, openness to new experience, agreement and integrity (conscientiousness). Numerous studies have repeatedly shown the connection of the Big Five model with indicators of learning effectiveness, however, the given information is ambiguous [16]. However, such characteristics are very significant when applied to the distance-learning format with its specifics. For example, highly probable it can be assumed that introverted individuals, characterized by a desire for solitude and less activity [17], will prefer online learning if they are given the opportunity to choose a format (and above we mentioned the importance of “voluntary” choice), but at the same time their success will depend on other personal qualities.

Neuroticism as opposed to emotional stability can be considered a significant personal characteristic in terms of the success of distance learning. Research shows [18; 19], that students on distance learning may experience a number of difficulties, such as feelings of isolation and loneliness or technological problems when using online platforms and distance learning tools. This can cause stress and negatively affect the learning process and learning success in particular. It is obvious that emotionally stable individuals are more likely to adapt to this kind of difficulties than “neurotics”, and therefore will demonstrate higher indicators of the learning quality.

Rounding out the Big Five is integrity or conscientiousness. This personality quality is manifested in organization, an expressed sense of duty, reliability, and thoroughness. This factor also shows a person’s ability to control his impulses [20].

All these characteristics can be summed up under the concept of “self-discipline” – self-organization, self-control, which is “unanimously” considered by scientists as a necessary condition for the success of online learning [20].

Let us consider another, important in the aspect of distance learning, personal factor from the “Big Five” – “openness to experience”. People with high openness to experience love to gain new sensations, emotions, and knowledge. The opposite side is narrowness of interests, mediocrity, conservatism, and limitations [21]. In the dissertation work of Vorobyova A.A. the results of research by Ackerman P.L. and Heggestad E.D. are presented, showing that openness to experience is positively associated with standardized assessments of academic success [22]. Consequently, the transition from the traditional format of learning to distance one will not only maintain the level of learning success, but probably (if all the necessary factors are present) will increase it, because distant format certainly carries with all the diversity of components of a new experience, provided that the described personality quality are present.

Thus, the psychological characteristics of adolescence are potential in each individual. And it largely depends on the organization of the educational process and student life in general how fully they will manifest themselves in it and to what extent they will contribute to its implementation, including the success of learning (in one form or another).

Review of studies into the distance format on learning success

Nowadays a significant amount of research on the quality of teaching and the level of student success has appeared in using an online format. The results are very mixed. For example, I.K. Shcherbakova [23], analyzing data from a survey of students and comparing them with the opinions of education experts, says that “online learning cannot adequately ensure high quality of knowledge transfer and assimilation. And the most important thing that it does not contribute to the implementation of the fundamental task of education as social institution - transmission of the experience of generations, cultural values, since the impact and influence of a teacher today is complicated by the lack of direct contact interaction.”

The results of other studies carried out during that period show that the system as a whole coped with this challenge and switched to “new way” [1]. At the same time, surveys of students and teachers show that there are some difficulties, including psychological problems, and the problem of inequality in higher education has worsened [24; 25; 26; 27].

A.N. Alekhin and co-authers [28] consider the psychogenic factors of distance education. They believe that “distance education affects the quality of learning and (or) the psychological state of the student... there is a risk that distance learning conditions may have negative consequences on the professional skills and personal well-being of students.”

Based on the results of the first year of distance learning, the Ministry of Education and Science presented an analytical report “The quality of education in Russian universities: what we find out during the pandemic” [29]. As the authors of the report write, “compared to last year’s assessments, the respondents’ attitude towards the digital learning format has improved.” However, the authors of the report inform that “the remote format increased the frequency of cheating: about 40% of respondents admitted that they cheated on exams; almost 25% submitted papers downloaded from the Internet; 30% copied homework from classmates; more than 50% copied texts into their written work without citing sources.” It is likely that an increase in the frequency of cheating may contribute to an increase in high scores when assessing academic work, which creates errors in assessing academic performance in general. This problem requires new approaches to the system of monitoring and assessing academic achievements, and also raises the issue of a student’s psychological readiness for online learning.

M.V. Klimenskikh and co-authors [9] in their study find out that “students with which particular psychological profile are more readily to study online.” According to the authors, “...a successful student is successful in any learning format”. We do not undertake to dispute this statement of authoritative scientists, but it gives rise to a completely logical question: what to do with the “unsuccessful” ones- with those students who are experiencing difficulties, or with first-year students whose “success” could be in the formative stage? Should we screen them out at the stage of entrance exams? Or should we rely on "natural selection"? Isn’t it the task of a teacher to reveal the potential of an individual, to teach, guide, support... Or is “success” born?

Foreign researchers also pay a lot of attention to the psychological aspects of distance learning. So, Bernard R.M. with co-authors put emphasis on self-discipline and motivation. They write that in distance learning, students often face the need for self-organization and self-discipline, as they have to manage their time and study materials without the direct teacher’s presence. This requires high motivation and the ability to cope with the lack of external control [30]. Other authors [18] emphasize that the motivation and academic success of distance learning students can be negatively affected by feelings of isolation and loneliness, as they study remotely without being able to communicate with teachers and classmates personally. And at first glance the technological difficulties associated with the use of online platforms and distance learning tools are not related to the psychological factors influencing the learning process and its effectiveness, nevertheless provoke stress, which already entails negative consequences - this is proven in the work of A. P. Rovai [19].

Foreign researchers emphasize the advantages of online learning, such as flexibility and comfort. They say that distance learning provides students with flexibility in the learning process and the opportunity to study materials in a comfortable atmosphere. This can contribute to a more positive attitude towards learning and increase overall satisfaction with the educational process [31]. However, interaction between teachers and students can be difficult in an online format, but is compensated by active interaction and support from teachers [18].

Conclusion

The results of the study prove that the distance format of learning does not reduce its effectiveness if there is a high level of motivation and those personal qualities of students that are necessary for successful online learning. However, it is important to take into account the capabilities of the student as an individual with his characteristics and typological features, proposing a “reasonable” transition from the traditional to the distance form of learning.

During the research, the main conditions associated with the success of training have been identified:

• the ability to choose the form of training (traditional or online, synchronous or asynchronous, mixed, etc.);
• high demands of a personal and psychological nature: students must be persistent, purposeful, honest, etc.; have the basics of methods and techniques for independent work, independent acquisition and replenishment of knowledge, be interested in acquiring knowledge;
• training programs and methods should be developed taking into account the basic psychological cognitive processes in the context of distance learning.

For the success of distance learning, the second “side” of the process is also important - teachers, their professionalism, attitude and psychological readiness for a large-scale transition to the teachers of Belgorod universities submit that such format is not suitable for all students and not for all teachers.

This work could be continued by studying the problem in a longitudinal empirical study.

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