UDC 378.1

DOI: http://doi.org/10.15350/2409-7616.2023.2.43

Goryacheva V.R.¹ (Moscow, Russian Federation) – varia.gor@mail.ru, Velchev D.F.¹ (Moscow, Russian Federation) – dimdimkavelchev@gmail.com, Larkina A.O.¹ (Moscow, Russian Federation) – larkina0203@mail.ru, Mahmudova K.A.¹ (Moscow, Russian Federation) – karinamax06@gmail.com, Rabotyagova A.N.¹ (Moscow, Russian Federation) – arabotyagova@gmail.com

¹Department of World and National Economy, Russian Foreign Trade Academy

Abstract. The issue studies the students’ qualitative subjective perception of distance and hybrid learning in higher education institutions during the COVID-19 pandemic. The abundance of negative reviews about distance learning prompted the authors to set a goal to reveal negative and positive factors of distance learning and to test a hypothesis that the quality of the educational process drops sharply with the introduction of distance learning. Research method: questioning of students of 1-4 courses of universities in Moscow. The results obtained are controversial and demonstrate a drop in students’ self-organization skills, but an increase for some students; stress reduction and comfort level of the educational process adjustment at home; intensification of fatigue, a drop in motivation to study, general decrease in the effectiveness of the learning process, but according to subjective estimates, at least half of the respondents were able to maintain the level of academic performance or even increase it. Despite the shortcomings, the vast majority of students (95%) positively assessed learning in a hybrid format and would desire to continue this way. The findings allow us to conclude that the “digital revolution” in the field of education is in demand.  It’s possible to turn the use of hybrid learning into a competitive advantage of the university, to develop new educational products and evaluate the prospect of adapting personalized and individualized educational trajectories.

Keywords: distance learning, hybrid learning, the COVID-19 pandemic, digitalization of education, DLT, individual educational trajectory, personalization of education.

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For citation: Goryacheva V.R., Velchev D.F., Larkina A.O., Mahmudova K.A., Rabotyagova A.N. Distance learning: «lost time of life» or «wind of change»?. CITISE, 2023, no. 2, pp. 488-505. DOI: http://doi.org/10.15350/2409-7616.2023.2.43