The pros and cons of online learning environment from the students’ perspective
2021
Valantinaite, I., Vilnius Gediminas Technical Univ. (Lithuania) | Sedereviciute-Paciauskiene, Z., Vilnius Gediminas Technical Univ. (Lithuania)
The country’s participation in the Bologna process obliges it to strategically develop lifelong learning. The internet network is a key to accessibility of studies to everybody. Technologization seems to be an integral part of the system of education in the 21st century. According to the researchers, technologization facilitates teaching/learning and makes it more attractive, accessible, individual and efficient. However, some researchers still doubt its effectiveness and efficiency. Therefore, what factors promote technologization? Do efforts and insights of politicians answer the students’ needs? The aim of the study is to reveal the attitude of students towards application of virtual learning environments in the study process and its compliance with the contemporary tendencies in study organisation. The article focuses on the development of lifelong learning in the Bologna process documents. The data of qualitative research are also presented: the students’ attitude towards advantages and disadvantages of applying virtual learning environments in the study process. The applied methods include analysis of scholarly literature and documents, qualitative research. The article presents the analysis of open-ended questions about the advantages and disadvantages of virtual learning environments. The research sample included 106 third year university students. Technically the accessibility of studies is developed but the personal individuality and exceptionality of individual needs are trivialized to convenience of learning when the place and time for learning can chose. If the main focus of studies is diverted from the personality growth, building up of individual's values and worldview to technologization exclusively, a passive consumer society, whose members are not ready to assume responsibility and do not justify the essential idea of higher education, is developed. Unbalanced workload of highly qualified specialists in higher education institutions does not create the anticipated economic value, economic and social wellbeing or added value. Appropriate distribution of responsibilities establishes conditions for development of culture and building up personalities.
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