Students’ attitude to e-learning

¹ Department of Pedagogy, Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia
² Department of History and Methods of its Teaching Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia
³ Department of Geography and Methods of its Teaching Naberezhnye Chelny State Pedagogical University Naberezhnye Chelny, Russia
⁴ Department of Theory and Methods of Primary and Preschool Education, Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia
⁵ Department of Psychological, Pedagogical and Special Defectological Education Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia

^* Corresponding author: magngpi@mail.ru

Abstract

In the context of the Covid-19 pandemic, the relevance of the transition to remote forms of training has increased not only for part-time students, but also for full-time ones. Online learning, based on the use of various electronic educational platforms, differs significantly from the traditional system and completely changes the entire educational process, including the forms of knowledge acquisition, control and assessment. ELearning has many advantages, but it can only be considered as an addition to traditional forms of training. However, under the conditions of the pandemic, remote learning for a certain period of time became the only form of communication between students and teachers and showed alongside with its advantages its shortcomings as well. It turned out that higher education is not only technically, but also organizationally unprepared for the transition to online education. This work examines the main aspects of the remote learning system as a necessary and effective technology in the current conditions. At the same time, our task is to analyze the negative assessments that students give to the current state of remote education.