Online Learning As a Tool for the Education System in the Context of Digitalisation

Abstract

Online learning has tended to increase its use in the education system since the beginning of the pandemic. The article aims to empirically investigate the effectiveness of online learning as a tool for the education system in the context of digitalization. The study is based on the use of a structured interview technique and an analysis of the results of a survey of Ukrainian university students. To ensure organization and self-discipline, comprehension, learning, and assimilation of learning material, it is important to ensure a sufficient level of interactivity and teacher-student interaction, feedback, and guidance to students in an adequate time frame. A well-functioning feedback system is a supportive and essential element for student learning. Classical deadlines set by the teacher for assignments are also a valid method in online learning. Students noted the importance of creativity in the teacher's presentation of the task and the importance of the limitations of the methods by which the task can be solved. Timely revision, and evaluation by the teacher of the work, the task also encourage students to put a higher level of effort into their online learning. Online synchronous seminars in ZOOM are more impactful and motivating than recorded video lectures, and presentations which are available to students in asynchronous mode. An essential method of online learning was noted by the students to complete individual written assignments on the studied topic immediately after its presentation. The teacher's explanations and live synchronous conversation were also effective in online learning. Continuous, systematic educator monitoring of the progress and attendance at the online classes encouraged students to attend lectures but was not a major method for ensuring synchronous attendance.