Analysis of Tuvan State University’s survey

The research of the Tuvan State University (TSU) also plays a crucial part as it was conducted right immediately after coronavirus quarantine was started. It includes twenty-six questions but not all of them need to be analyzed in the paper and, in fact, only seven of them were selected for deeper comparative analysis with other statistical data. Namely, a total number of respondents were 1694 students from the university among them there are people from different faculties and with various forms of studying.

The first question is aimed to discover the number of satisfied by distance learning students.

As a result, 339 of respondents (20 percent) selection that they are fully satisfied with the online learning process, when 518 people (30,5 percent) mostly agree than not. (see Fig.10.) Furthermore, 301 students (17,8 percent) claimed that they are definitely not satisfied with such education and 428 of people (25,2 percent) are not certainly sure but they are mostly dissatisfied. (see Fig.10.) In addition, 6,3 percent of respondents found it difficult to provide the exact answer to the given question. (see Fig.10.) Under those circumstances, opinions were separated into two main groups, where more than fifty percent answered affirmatively while forty-three percent did not mostly content with distance learning. (see Fig.10.)

339

428 518 301

108

Yes Rather yes, than no Rather no, than yes No Find it difficult to answer

Figure 10. Are you satisfied with the distance learning process? (TSU, 2020)

The next figure emphasizes convenience to study remotely. The majority have selected that it was convenient, but it was hard for them, it was 716 students (42,2 percent). (see Fig.11.) Actually, there were 583 respondents (34,4 percent) who mentioned that it was not comfortable to learn remotely and 10 people (0,5 percent) who selected that it was not suitable as it was too easy. (see Fig.11.) While 4,3 % chose the option that it is difficult for them to answer on the question. (see Fig.11.) What is more, 312 students what is 18,4 percent claimed that it was pronouncedly convenient to study online. (see Fig.11.) Henceforth, more than sixty percent of respondents felt themselves suitable in a new form of education while only almost thirty-five percent were sure that it was uncomfortable for them. (see Fig.11.) The figure introduces almost the same results as figure 10 that the dominant number of students were sure that this distance learning was comfortable for them and they were satisfied with it.

The figure twelve shows the dynamic of students’ motivation to study online where 288 people (17 percent) said that this level was certainly increased. (see Fig.12.) Meanwhile, 628 of respondents (37 percent) were sure that their motivation to study online was not changed at all. (see Fig.12.) Indeed, 550 students (32,4 percent) mentioned that their motivation was even decreased, and 13,4 percent of people have decided that it was hard to answer on the question. (see Fig.12.) The figure has contradictory results as well as many people said that their motivation was decreased rather than increased. (see Fig.12.)

312

716 583

10 73

Yes, It is comfortable Yes, but it was difficult No, it was hard No, it was too easy Find it difficult to answer

Figure 11. Was it convenient for you to study remotely? (TSU, 2020)

288

628 550

228

Increased Did not changed Decreased Find it difficult to answer

Figure 12. The level of motivation of students for learning in the distance form was… (TSU, 2020)

At the same time, figure thirteen demonstrates the answers of Tuvan State University’s students on the question about types of digital communication platforms which were used during distance learning during coronavirus quarantine. The most popular one is the internal educational system which was designed for TSU and 1449 students (85,5 percent) chose the option. (see Fig.13.) The next most popular answer is LMS Moodle which is also usable by many Russian universities for study purposes and 1043 respondents (61,6 percent) have selected it as a tool that was used during online studying. (see Fig.13.) The third selectable option was Zoom Lectures with 821 students (48,4 percent) who elected that they use the social network application for studying. (see Fig.13.) 279 respondents (16,4 percent) picked YouTube as an instrument for online learning and 107 people (6,3 percent) mentioned that they use all of mentioned in the survey social network applications. (see Fig.13.) As have been noticed 492 students (29 percent) selected option “Others”. (see Fig.13.) It was an open answer and students had an opportunity to write their tool. In a word, respondents wrote Skype, Viber, Cloud, Online courses, even some students obviously from China mentioned WeChat and Chaoxing and also some other instruments were mentioned in the open answer. (TSU, 2020)

Another key question in the survey from TSU was about students’ attitude towards the process of teaching and about the adaptation level among professors in a new form of education. Important to realize that the dominant part of respondents answered affirmatively, and teachers did well, and they evaluate their work as perfect and that everything was understandable for them enough. As a result, 601 students (35,5 %) responded as it was already written in the previous sentence. (see Fig.14.) In addition, 292 persons (17,4 %) elected the second option that the teaching was good but there was a lack of required for distance learning materials. (see Fig.14.) The third selectable answer was

“satisfactory, I did not get all materials” and 453 students (26,7 %) was agreed with the variant. (see Fig.14.) Unlike 156 respondents (9,2 %) were sure that the teaching at Tuvan State University was badly organized and lectures, practical parts, materials, and usability of digital communication platforms application were not understandable for this group of people. (see Fig.14.) What is more, 192 people (11,3 %) found it difficult to answer the given question. (see Fig.14.)

Figure 13. What remote tools were used in the process of your studying? (TSU, 2020)

Markedly, 1060 respondents (62,6 %) supposed that the biggest issue which they had during online education was the difficulty to complete practical tasks without professors’

explanations, the result of which is demonstrated in figure fifteen. While 900 respondents (53,1 %) mentioned the problems with the Internet connection, and 880 people (51,9 %) picked the issue connected with the large volume of study materials. (see Fig.15.) At the same time, 480 students (28,3 %) mentioned that they do not have enough knowledge to use computer technologies for study purposes. (see Fig.15.) Meanwhile, 411 (24,2 %) out of a total number of respondents faced with comfortability in the application of digital communication platforms systems in distance learning at TSU. (see Fig.15.) 214 people (12,6

%) were sure that professors were uploading materials and assignments untimely what made problems for users. (see Fig.15.) Comparatively, 263 respondents (15,5 %) said that they did not have any difficulties. (TSU, 2020)

The last question which should be also analyzed in the thesis is about the advantages of digital communication platforms for distance learning and even for learning in offline regime. The mass of students selected such points as self – education (765 people what is 45,2 % from 1694 students), ability to download materials and presentations which were

601

Figure 14. How do you assess the work of the teaching staff in the framework of distance learning?

(TSU, 2020)

Figure 15. Issues with which students faced during application of digital communication platforms (TSU, 2020)

organized in online form (752 students what is 42,8 %), learning in a comfortable environment (675 respondents what makes 39,8 %), the ability to re-watch videos from online lecture s (636 people what makes 37,5 %), individual learning pace (593 students what is 35 %), the flexibility of the educational process (556 students what is 32,8 %), use of modern teaching technologies (524 students what is 30,9 %), the additional volume of study materials (200 people what makes 11,8 %) and the last one is improving the quality of education thanks to the transition to online form of education (126 students what makes 7,4

%). (see Fig.16.) Substantial to realize that 351 respondents (20,7 %) answered that there were not any advantages in the form of studying. (see Fig.16.)

The analysis of the Tuvan State University survey results shows many various factors which would be useful for the final comparative analysis. Generally speaking, a considerable number of respondents were satisfied with the online education and application of digital communication platforms for that despite issues already mentioned in figure 15 in the same subchapter. The most usable digital communication platforms are internal TSU’s education portal and LMS Moodle. All things considered, the survey is able to explain in more details the path before and after coronavirus quarantine as well as it mostly includes results during it and some months after. What is more, the questions from the survey are partially the same as they are in other universities’ surveys which are researched in the paper.

765 200

593 524

126 636

752 556

675 351

Self-education

Additional volume of material on the subject Individual learning pace

Use of modern teaching technologies Improving the quality of education

The ability to re-watch the video of the lecture Ability to download lecture materials & presentations Flexibility of the educational process

Learning in a comfortable environment I don't see any advantages

Figure 16. Advantages of digital communication platforms application in educational process (TSU, 2020)