Introduction of a totally remote classroom in Russian and foreign higher educational institutions became a methodological response to COVID-19 educational disruption This new, unfamiliar format of teaching and learning was enforced by universities’ authorities and had to be adopted quickly by both, teachers and students This research investigates students’ response to new educational environment in terms of two criteria: changes in overall course satisfaction, and the most preferable format of training To get students’ feedback we conducted an anonymous survey in LMS Moodle for 350 first year students at North-Western State Medical University named after I I Mechnikov The survey measured 3 key parameters of the course satisfaction: course expectations fulfillment, learning environments satisfaction, and achieving personal goals Analysis of the survey outcomes shows that educational process was not disrupted despite the abrupt and rapid character of the introduction of the totally remote classroom Since students had been familiar with learning digital tools, their goals and needs in education did not change Psychological aspect gives reasons for the biggest concern: students miss safety and comfort of a conventional classroom In general, course satisfaction and students’ motivation were not affected largely by the introduction of the totally remote classroom At the same time, we conclude that students perceive it as a temporary measure and there is a need at higher educational institutions to return to conventional in-classroom learning with digital tools as an additional method to realize educational program © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG
The Effect of Remote Classroom Attendance on Students’ Course-Satisfaction