Article 2: Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective.

From Digital Culture & Society

Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective.

Stoian, C. E., Farcasiu, M. A., Dragomir, G.-M., & Gherhes, V. (2022). Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective. Sustainability (Basel, Switzerland), 14(19), http://dx.doi.org.proxy.library.brocku.ca/10.3390/su141912812

https://go-gale-com.proxy.library.brocku.ca/ps/i.do?p=AONE&u=st46245&id=GALE%7CA747159087&v=2.1&it=r

Contents 1 Context 2 Overview 3 Strengths and Weaknessess 4 Assessment

[edit] Context

In the wake of the COVID-19 pandemic, education underwent a transformative shift worldwide. Zoom and other video conferencing calls became very important to education and business. As life returns to normalcy, it is important to contemplate and consider the transition back to traditional face-to-face learning and what its implications could be. The United Nations has even suggested taking a look at education and making tweaks based off of the COVID experiences. This article, titled "Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students' Perspective," authored by Claudia E. Stoian, Marcela A. Fărcașiu, Gabriel-Mugurel Dragomir, and Vasile Gherheș delves into the topic of understanding students' preferences and experiences with online education during the pandemic. The study focuses on aspects such as learning, teaching, assessment, and interaction with peers and educators. The aim of the article is to shed light on how these different preferences can help improve face to face education and potentially assist in its evolution to a more hybrid style. The research was conduced at Politehnica University of Timisoara, in Romania. It gathers insights from many students and then offers suggestions on ways to lead a more balanced, blended learning approach going into the future.

[edit] Overview

The article, titled "Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students' Perspective," authored by Claudia E. Stoian, Marcela A. Fărcașiu, Gabriel-Mugurel Dragomir, and Vasile Gherheș, delves into the post-pandemic educational landscape. The authors do this by examining students' experiences and preferences in regards to the shift from online to in-person learning. The study was done with students from all kinds of specializations. The study, conducted between May and June 2022 at Politehnica University of Timisoara, surveyed 387 students from various different academic backgrounds. The findings revealed that a significant proportion of students have a desire to incorporate element from online education into traditional classrooms. Specifically, they value electronic educational resources as it leads to more time for learning. They also value flexible assessment methods that are more easily constructed online versus in person. Furthermore, the article highlights the importance of technological tools in enhancing interactions with both teachers and peers, as they shed light on students' preferences for how they would like to communicate. There were many different types of ways students learned such as interactive learning and videos that could not be shared in the same way in person. The study also suggests that blended learning such as combining online and face-to-face elements, could provide a promising path forward for higher education institutions seeking to adapt to evolving student expectations and needs.

[edit] Strengths and Weaknessess

The article has many strengths in its research design, as it employs a comprehensive group of approaches that includes quantitative and qualitative data collection. This means that there is a wide range of different student perceptions taken into account of students' perceptions during the transition from online to face-to-face education. A big strengtyh of the study was the preparation done before the surbey, data was collected using a non-standaizarded questionnaire whith content verified by expert reviewers in sociologists. Additionally, the study's relevance in the context of the post-pandemic era is very important in regards to our topic, as it offers valuable insights for schools and students navigating this transition and any transition in the future Furthermore, the article excels in including student voices, allowing them to express their opinions through open-ended questions, this led to higher quality qualitative data.. However, the article also exhibits some weaknesses, such as limited scope to other places beyond Politehnica University of Timisoara. The results could be chalked up to being simply geographical as the location of the study is kept in one place. It lacks an exploration of teacher perspectives, offering primarily a student-centric view. The article could benefit from a more thorough discussion of its own limitations as well as a deeper examination of the concept of blended learning.

[edit] Assessment

In conclusion, this article provides valuable insights to the field of education and its future. Particularly in the context of the post-pandemic era. It has comprehensive methods for its research, including both quantitative and qualitative data collection allowing for a better exploration of student perception during the pivotal transition from online back to face-to-face education. The study focused on many different ttypes of students, adding depth to the study as well. While article has its many strengths, such as incorporating student voices, it is not without its weaknesses. It could benefit from expanding past the generalized study area for example. This article is valuable for teachers and leaders of the industry seeking to understand and adapt to the changing landscape of higher technology and how it affects our lives post COVID-19 pandemic. Additionally, it can benefit those interested in the concept of blended learning and its potential implications for the future of education.

Rb18bd 14:00, 1 December 2023 (UTC) Hd20ge 12:20, 4 December 2023 (EST)