The pandemic's impact on universities

This article is based on a report presented at the All-Russian conference "Digital Humanities and Technologies in Education," organized by the Moscow State University of Psychology and Education (MSUPE) and the Federation of Educational Psychologists of Russia. This material examines current issues of introducing digital technologies into the educational process, as well as their impact on the humanities. Particular attention is paid to innovative teaching methods and their effectiveness in modern conditions. The conference became a platform for discussing new approaches and exchanging experiences among specialists in the fields of education and psychology.

The transition to distance learning presented a sudden challenge for the entire educational sector, for which neither university administrations, nor teachers, nor students were prepared. As part of a pedagogical study conducted at Ufa State Agrarian University, we examined the psychological, pedagogical, and organizational problems that arose in the 2020-2021 academic year. As a result, we found out what difficulties teachers and students are facing, as well as what subtle and complex consequences of this transition continue to influence the educational process.

Academic hierarchy and pedagogical etiquette have been replaced by online equality

The transition to distance learning has radically changed the relationship between teachers and students, undermining the traditional subordination. Instead of formal academic etiquette, an online style of communication has come to the fore. This change has affected all aspects of interaction, including the methods of presenting material and the level of student engagement. How did this transformation occur in the educational environment?

Many teachers faced a serious lack of digital skills, which became obvious in the context of distance learning. Not all of them had the necessary knowledge to work with modern applications, programs and devices. In the "pre-COVID" In reality, many instructors, such as those specializing in welding technology, couldn't even imagine teaching online. This presented a real challenge, requiring rapid adaptation and mastery of new technologies. Students who followed instructors' instructions in traditional classrooms often found themselves in the role of mentors. They taught their peers how to install apps, share screens in Zoom, and other skills. This led to students realizing that instructors weren't the only ones who could manage and moderate the learning process, which, in turn, disrupted the established hierarchy in learning. The specifics of online communication also had a significant impact on the development of interaction between users. In a digital environment, communication is becoming faster and more accessible, changing approaches to information exchange. Online communication allows people to find like-minded people, share experiences, and receive feedback in real time. This creates new opportunities for community building and expands the boundaries of communication, which in turn affects social interactions and relationships.

The Internet lacks hierarchies, and all users are on an equal footing. The increased academic workload has also meant that traditional business communication standards are losing their relevance. This has created challenges for both teachers and students. When 250 messages need to be sent in a day, it's natural that the use of standard phrases such as "hello," "thank you," and "please" becomes less common.

In modern business communication, many prefer to use emoticons to save time. However, this leads to business correspondence losing its formality. The meaning of emoticons is often unclear, which can lead to misunderstandings. For example, if a professor replies to a student's message about a written assignment with the emoticon "kind," it's not always clear what they mean: it could be an expression of gratitude for receiving the assignment or a compliment to the work itself. Using emoticons in business correspondence requires caution to avoid misunderstandings and maintain a professional tone.

The blurring of boundaries between personal and professional life has become one of the reasons for the disruption of hierarchy in the educational process. The transition to online learning has effectively forced professors to "open" their homes to students, resulting in their attention being drawn not only to work but also to home environments, family members, and pets. In the face of the need for rapid communication, many faculty members have added students as friends on social media, allowing students to see previously private aspects of their lives, such as subscriptions, likes, and posts reflecting personal religious or political views. This change in the dynamics of interactions between teachers and students highlights the importance of maintaining boundaries and professionalism in the educational environment.

Still: film "Simple Complexities"

Temporal Boundaries in Education In the process, records are erased. Students often submit lab assignments at 2 a.m., only to be asked in the morning why their results haven't been reviewed. Faculty also have to adapt their schedules. For example, those with young children often suggest moving online consultations to the evening, after the children are asleep. This flexibility in schedules reflects the modern realities of the educational process and the need to consider the individual circumstances of both students and faculty.

What are the consequences of this approach? We have become more lenient about disruptions to work schedules and students turning off their cameras during online classes, as they may be uncomfortable showing their surroundings. We decided that the best solution was to allow them to participate in classes even under these conditions. In addition, we have become more lenient with students' deficiencies in knowledge, which has impacted the overall level of the educational process.

There is a legend about how the Catholic saint Francis of Assisi came to the forest and addressed the birds with a sermon. Throughout the year, we also tried to convey our ideas to the black squares. It's difficult to judge whose sermon was more successful—the saint's or ours. However, unfortunately, we must admit that as a result, our knowledge and its quality have significantly decreased.

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Useful distance learning practices that should be integrated into hybrid learning

In the context of modern educational realities, hybrid learning is becoming increasingly relevant. The combination of traditional and remote learning methods opens up new opportunities for students and faculty. There are a number of useful remote learning practices that can be successfully adapted to the hybrid model.

The first thing to consider is the use of digital platforms to facilitate interaction between students and faculty. Online resources allow for the creation of interactive classes where students can not only gain knowledge but also actively participate in discussions. This promotes community building and the exchange of experiences.

Another important aspect is the need for a clear course structure. Hybrid learning requires a clear schedule and clear objectives for each class. This allows students to better manage their time and effectively distribute their efforts between in-person and remote classes.

The use of a variety of content formats is equally important. Video lectures, podcasts, interactive assignments, and quizzes can significantly increase student interest and improve material acquisition. It is important to adapt content to different learning styles, allowing each student to find the most suitable way to acquire knowledge.

Furthermore, it is necessary to pay attention to feedback. Regular surveys and discussions will help instructors evaluate learning effectiveness and make adjustments as needed. This approach helps create a more comfortable and productive learning environment.

Finally, it's important to remember the importance of student support and motivation. Hybrid learning can be challenging for some, and instructors should be prepared to offer assistance and resources to support students throughout the course.

Integrating these practices into hybrid learning will not only improve the quality of education but also help create a more dynamic and adaptive learning environment that meets modern requirements.

Burnout and fatigue have replaced the usual workflow.

Faculty workloads have increased significantly. For example, written feedback was required for each completed assignment or lab work. Although not mandatory, this practice was encouraged, as it facilitated integration into the distance learning system and facilitated accountability for completed work. However, writing feedback on assignments was time-consuming for faculty.

Time was in short supply. There was not enough time to quickly transform traditional programs into digital formats. Even if some universities already had distance courses at that time, they did not meet the requirements of full-fledged online learning and did not take into account the psychological aspects of this form of education. It's important to understand that there's a significant difference between a short course and the need to deliver five virtual lectures a day. Effectively organizing the learning process in a completely online environment requires a special approach and careful content development. Faculty members were forced to urgently address numerous technical issues related to equipment and software. Digital literacy was low among both faculty and students, school administration and higher-level officials, and technical support staff. As a result, prompt assistance was unavailable, complicating the adaptation process. The optimal solution for faculty includes a modern computer, licensed software, a high-quality camera and microphone, and a specially equipped space for conducting classes. However, with the unexpected transition to distance learning, this ideal scenario was far from universal. Most faculty members faced significant challenges related to a lack of necessary equipment and the skills to use it. It's important to understand that successful distance learning requires not only a technical foundation but also a willingness to adapt to new conditions. Teachers often face criticism for allegedly failing to keep up with modern requirements. However, it's important to remember that we possess knowledge and skills that are relevant to our professional work. Ability to use specific technologies, such as Skype, is not an indicator of our qualifications. Not working with specific programs regularly does not diminish our competence. Every teacher has the right not to know some tools if they are not related to their main job.

Still: the film "Network"

Online learning has become an additional and exhausting burden for teachers. A significant amount of time and effort is spent urgently implementing and adapting new educational programs. This, in turn, reduces job satisfaction. As a result, many teachers have begun to experience emotional burnout and physical fatigue. This situation requires attention and the search for effective solutions to maintain the health and motivation of teachers in the context of distance learning.

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The experience of distance learning faced by university teachers has become an important stage in their professional lives. The transition to online learning not only changed teaching methods but also opened up new horizons for the development of the educational process. Teachers learned to use modern technologies to interact with students, increasing their engagement and participation. Remote learning necessitated adapting teaching materials and assessment methods, fostering a creative approach to teaching. This experience presented not only a challenge but also an opportunity for growth, allowing teachers to master new tools and methods that could be useful in the future. Thus, distance learning not only didn't weaken the educational process but also gave teachers the opportunity to rethink their approaches and become more flexible in a rapidly changing world.

Student Friendships Grew into Entrepreneurship

During the "long quarantine", students faced many difficulties and high levels of stress. One of the most noticeable phenomena was the disappearance of mutual assistance among students. A young teacher at our university, a graduate student and a group supervisor, noted that after the transition to online learning, many students began to behave like "businessmen". For simple assistance, such as sharing notes, explaining material, or providing hints, they began to demand monetary compensation. This change in relationships between students highlights the impact of distance learning on the academic environment and the relationships between students, which, in turn, can negatively affect the atmosphere of collaboration and support in the learning process.

Some say: "I know how to solve this problem, but under the current conditions, I will provide educational services for a fee." Some clients agreed to a one-time payment, while others offered to pay for two sets of tests: "If you're already providing a service, do one for both yourself and me." Ultimately, tutoring became outsourced. However, students with limited financial resources found themselves in a difficult situation and fell behind in their studies because they lacked the necessary support and could not afford the consultation.

Requesting clarification from the instructor is certainly possible, but due to the high workload of instructors, this is often difficult. In small, specialized departments that work only with specific groups, interaction between instructor and students is better established. However, in the case of general university departments, where lectures are attended by up to 200 people, the instructor simply does not have the time or opportunity to devote attention to each student. This creates learning difficulties and reduces the quality of the educational process.

What solutions can be proposed?

It is important to revive the ethics of academic communication and restore the classical pedagogical subordination, especially among first-year students. After a period of distance learning, it is necessary to return the level of knowledge to the standards that existed before the quarantine. It is necessary to abandon the relaxations introduced during the pandemic in order to maintain high educational standards and the quality of student learning.

For effective distance learning, it is necessary to review and optimize the workload of teachers. Distance learning requires a special approach in both methodological and psychological and organizational aspects. It is important to regularly improve the level of computer literacy of teachers and train them to work with various platforms. During the lockdown, many have already begun to master digital services and switch to paperless technologies, and this process should be continued and developed. Although some faculty members across multiple universities still face the need to duplicate material, it is important to gradually transition entirely to digital formats. This will not only simplify the learning process but also increase its effectiveness. Reducing administrative bureaucracy in educational institutions is paramount. Faculty members need greater freedom and autonomy; otherwise, they become mere taskmasters, losing their professional initiative. Bureaucratic procedures are often initiated by those not directly involved in teaching, but merely overseeing processes. Writing a circular or instruction is easy, but if the auditors themselves conducted at least one lecture, they might reassess many of their decisions. Eliminating excessive bureaucracy will create a more effective educational environment in which faculty members can implement their ideas and approaches, which, in turn, will positively impact the quality of education. Online learning has become an important part of the modern educational process and actively complements traditional teaching methods. However, it cannot be praised or criticized unconditionally. It is important to analyze the experience gained during the pandemic, including both positive and negative aspects. This will allow us to create effective online courses that meet the needs of students and teachers. Hasty decisions and insufficient preparation when introducing online formats can negatively impact the quality of education. Therefore, it is important to approach the development and integration of online courses with care and responsibility.