Understanding students’ attitudes towards distance learning in covid-19
period
TRIMECH ANYSSA
Department of quantitative methods
Faculty of economic sciences and management
Cité Riadh – 4023 – Sousse
TUNISIA
WISSAL JLASSI
Faculty of economic sciences and management
Cité Riadh – 4023 – Sousse
TUNISIA
Abstract: The COVID-19 pandemic shows that distance education is no longer just a real
opportunity to transform the landscape of performance, knowledge and skills. But it is also a means
of social distancing that seems to be the favorable solution to curb the number of infections. A
student survey is developed to assess the experience of online teaching and the chance of its success
in Tunisia, especially as its implementation is facing certain constraints, including the lack of
adequate infrastructure and technical difficulties which still not favorable for its dissemination as
well as serious hunches that the current social fabric in Tunisia cannot allow a broad integration of
this learning mode. The multiple correspondences analysis of data shows that the distance learning
required following the containment decisions has become an obligation to ensure the continuity of
learning. Nevertheless, it must be understood that it is a culture to implement before being an
obligation.
Keywords: distance learning, covid-19, tunisia , multiple correspondence analysis, data analysis,
student attitude
.
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1. Introduction
The digital transformation of universities is a topical
issue that many parties must feel concerned
about. This shift proposes the integration of
sustainable management in order to be able to adapt
to the changes imposed by new technologies (Abad-
Segura et al., 2020). Indeed, the integration of
Information and Communication Technologies in
all areas of life is constantly increasing. Therefore,
universities as a training engine need to be up to the
task of preparing professionals who are able to meet
challenges and provide solutions (Sandkuhl et al.,
2017). Over the past decade, ICTs have provided
access to a growing number of digital educational
resources, granting a revolutionary opportunity to
transform education. The academic potential of
digital resources challenges the educational process,
stimulating its transformation and innovation
(Siddiq et al., 2016).
On January 30, 2020, when the World Health
Organization (WHO) declared COVID-19 a
pandemic, the outbreak had significant impacts on
several global sectors and systems. One of the
policies adopted by countries around the world to
prevent the spread of the disease was to completely
closeschools and educational institutions (Alsafi et
al., 2020), affecting more than 900 million students
worldwide (UNESCO, 2020). As a result, the
COVID-19 pandemic has accelerated the quickly
presented in a limited number of days, digital
transformation and developments in higher
education which would normally have taken many
years due to different management regulations
(Strielkowski, 2020). Indeed, preventing the risk of
COVID-19 contamination is seen as an important
benefit of e-learning, which is consistent with
several studies that have highlighted the need to
prioritize safety and well-being students as well as
educators during the pandemic (Bozkurt,
2020; Sahu, 2020).
The main objective of our research is to explore the
success chances of higher education distance
learning in Tunisia taking into account the students
profile and the context of this experience. This is
how we set a number of objectives aimed at tracing
the main factors that can contribute to its failure or
success in the Faculty of Economics and
Management of Sousse (FSEG). In other words, we
look for the most discriminating variables when
identifying students' behaviour towards distance
learning, while focusing on the factors that play a
role in the success of this experience.
2. Concepts Definitions
The term “e-learning” is an abbreviation of
“electronic learning”. It is a recent English
expression that means online learning or
training which covers all training methods that
allow learning by electronic means. E-learning
is a subset of distance learning and
encompasses a wide range of technological
applications and learning processes, including
computer-assisted learning, web-based
learning, virtual classrooms and digital
collaborations (Azliza et al., 2012). In addition,
it takes the form of comprehensive courses
with access to content for “just-in-time”
learning. Course content is disseminated
through all electronic media, including the
Internet, intranets, extranets, satellite
broadcasts, audio/video cassettes, interactive
televisions and CD-ROMs. It is, actually, a
training process in which there is no physical
presence of the teacher and the student. Indeed,
“The Internet has become one of the essential
means of making research resources available
and learning to share and acquire information
for both teachers and students” (Hartshorne
and Haya,2009). In addition, according to Fry
(2001) “Technology-based e-learning includes
the use of the Internet and other technologies
to produce learning materials, teach learners,
and also regulate courses in an organization.”
Similarly, Nichols (2003) defines a very close
relationship between online learning and the
web “as being strictly accessible using
technological tools that are either web-based,
or web-compatible.”
The definition proposed by Rosenberg (2001)
identifies the three main characteristics of the
network-based educational process. First, the
development of educational activity on a
network basis allows for immediate updating,
storage, retrieval, distribution and easy sharing
of content as well as information. Second, all
communication processes and educational
resources are incorporated into network-based
learning environments. Third, educational
resources are beyond the traditional framework
through the use of ICT, which leads to new
methodological solutions.
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Several authors (for example, Wentling et al
(2000); Maltz et al (2005); Clark and Mayer
(2016)…) support the idea that learning is
based on the use of information and
communication technologies as a complement
to traditional classrooms in various education
processes to support and improve learning,
either via online mode or via mixture of the
two modes, in higher education institutions.
This new learning environment based on
electronic networks has enabled university
learners to benefit from individualized support
and also to have learning schedules more
adapted to them separately from the other
learners. This facilitates a high level of
collaboration and interaction between
instructors or teachers and their peers in
relation to the traditional learning
environment. In universities, e-learning,
characterized by the use of multimedia
constructs, has made the learning process more
active, interesting and enjoyable (Liaw et al,
2007).
This is, in fact, a third revolution that will be
accompanied by political, social and
intellectual changes. Characterized by the rapid
transfer of information flows, personalization,
differentiation of the training offered,
interactivity and time savings in exchanges, it
will enable the implementation of e-
learning. Today, it is used in various sectors
and forms. It is made available to students in
an electronic form. Furthermore, it can provide
teaching or administrative services (Pegrum et
al., 2013).
Safety can be an important benefit of online
learning during wars, natural disasters and
diseases (Bozkurt, 2020). However, online
education has been proposed as a
“revolutionary” solution to various problems
of inequality in education (Allen et al., 2016).
3. Materials and Methodology:
Our study focuses on several variables to
analyze the use of digital: whether it is a part of
the student practice or not, influencing factors,
perception of distance learning, etc… For
example, we selected a number of variables
which summarize, on the one hand, the impact
of infrastructure, material availability and
knowledge acquired in the success of distance
learning (as cited in table 2: material,
connexion, mastery of tools, Knowledge of
platforms , Course before COVID-19, type of
education, e-mail, Utilization…), on the other
hand, the evaluation of the online experience
through the identification of the difficulties
encountered, the students’perception of the
online teaching and their proposals that
guarantee its success (as cited in table 2:
Inequality, understanding, Learning, problem
encountered, Appreciation, effects,
requirements… ).
Being interested in the evaluation of distance
education in Tunisia, we decided to conduct our
study at the Faculty of Economics and
Management of Sousse (FSEG). In fact, the
FSEG of Sousse provides, within the
framework of the LMD system, an academic
training related to the economics and
management fields. Due to time constraints,
exceptional conditions and containment
decisions, we limited our survey to a sample of
305 students.
The data were collected by a questionnaire
taking two forms: Digital version created
through Google forms distributed by e-mail to
FSEG students and a paper version circulated
over a direct contact with students. The various
responses collected are entered and coded into a
database under the IBM-SPSS software. This
database is explored through Multiple
Correspondence Analysis, a factor analysis of
data, enriched by descriptive statistics and
graphical representations.
The main objective of this analysis is to
highlight the dependencies between the
qualitative variables. In particular, we aim to
identify the most relevant variables that
contribute to monitoring online courses. This is
how we will apply the Correspondence Factor
Analysis, which is a factor analysis method
adapted to qualitative data. The Multiple
Correspondence Analysis is a generalization of
the Correspondence Factor Analysis allowing
studying the relationships between several
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qualitative variables and which is generally
used in the treatment of opinion surveys. Its
objectives are the search for the main factors
and the identification of a first main plan of
giving meaning to its axes (Goavert,
2003; Pagès, 2003). As a multidimensional
descriptive statistical method, it allows a
graphical representation of similarities in a
qualitative data set and, therefore, the
conclusion and generalization of certain
behaviours.
4. Analysis of students' attitudes
towards distance learning:
Following the implementation of a Multiple
Correspondence Analysis, the summary of the
model presented in Table 1, mainly provides us
with a measure of reliability through the
Cronbach alpha coefficient. Thus, all the
variables considered in our study are consistent
and have a satisfactory level of reliability with
an average alpha Cronbach value of order
0.731, In particular, the representation of the
variables in a first main plane of two
dimensions reveals an excellent coherence of
the variables (0.801) which contribute to the
formation of the first dimension although that of
axis 2 seems more at least questionable
(0.610). A priori, it can be concluded that the
results of the Multiple Correspondence Analysis
appear satisfactory and significant.
Table 1
Model Summary
Dimen
sion
Alpha
of
Cronb
ach
Explained variance
Iner
tia
%
Explai
ned
varian
ce.
1
0,801
0,23
9
23,892
2
0,610
0,13
8
13,822
Total
0,37
7
mediu
m
0,731a
0,18
9
18,857
a. a The average Cronbach Alpha value is based on the
average own value
Note that the Multiple Correspondence Analysis
will be limited to two dimensions since it is so
difficult to deal with multidimensional
plans. However, the proposed first main plane
provides a quantity of information evaluated
through the totality of the eigenvalues (the
eigenvalue of an axis gives an idea of its inertia)
such that the dimension 1 is more
important. The importance of each variable in
the first main plane is described in Table 2.
These are measures of discrimination that help
identify the most relevant variables, that is, the
ultimate discriminating variables. The main
discriminant variables in our study are those
that have a fairly high measure and that are
deterministic of the dimension meaning. These
measurements can be translated into Figure 1.
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Table 2
Measures of discrimination
Variable
Dimension
Mean
1
2
Material
0,055
0,048
0,051
Connexion
0,004
0,025
0,014
Scholarship
0,005
0,047
0,026
Mastery of tools
0,009
0,040
0,024
Knowledge of platforms
0,017
0,071
0,044
Course before COVID-19
0,013
0,047
0,030
Type of education
0,336
0,003
0,169
Inequality
0,522
0,118
0,320
Courses draw
0,120
0,067
0,094
Understanding
0,798
0,010
0,404
Learning
0,626
0,069
0,347
Problem encountered
0,677
0,018
0,347
Appreciation
0,256
0,066
0,161
Effects
0,511
0,211
0,361
E-mail
0,019
0,713
0,366
Utilization
0,017
0,729
0,373
Requirements
0,077
0,068
0,073
Total active
4,062
2,350
3,206
Percentage of variance explained
23,892
13,822
18,857
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Figure 1
Discrimination Measures
Based on Table 2 and the accompanying graph,
we select the most specific variables for axis 1:
effects (0.511), inequality (0.522), learning
(0.626), problems encountered (0.677) and
understanding (0.789). In fact, they are
correlated with this axis and have been located
in its right end. In addition, e-mail (0.713) and
usage (0.729) are the most relevant variables
located at the upper end and which contribute to
the explanation of dimension 2.
Identification of the meaning of dimension 1
On the one hand and in addition to the problems
encountered the inequality of opportunities, the
opinions on the appropriate mode of learning,
namely distance learning, are either different or
identical or complementary to the course in
question. Also, the levels of understanding of a
virtual course relative to a classroom course are
representative variables of student bias and their
perceptions of distance learning. Thus, we can
conclude that this axis is dominated by the
students’perception of online teaching
reinforced by the problems encountered during
the course follow-up. Knowing that the first
dimension always brings more information, it
can be concluded that the success of distance
learning is strongly dependent on mentality,
prejudice and lack of will to change the habits
of traditional knowledge acquisition. This
highlights the role of direct information
transmission and especially the psychological
influence of direct contact with the teacher.
In fact, some of the respondents are students
who cannot spend a lot of time taking online
courses. They prefer face-to-face teaching
because according to them, they encounter
problems when using online teaching platforms
that they do not know how to handle, the
network problem, and the too high cost of
internet. For example, they claim that online
learning has a negative impact on their social
life due to their feeling of being isolated. The
majority of these students believe that distance
learning will reinforce the knowledge inequality
between learners.
Students who have taken online courses during
the COVID-19 period are convinced by the
importance of knowledge transmission
continuity through opting for online courses. In
addition, they did not experience access
problems as most use the computer and connect
via Wi-Fi. The majority of them (46.6%)
consider that teaching digitization has positive
effects on the teaching quality in relation to
their university "FSEG", 30.2% consider that it
is an obligation due to confinement, 13.1% say
that higher education digitization has an
economic impact and 9.5% reveal it is
necessary to be adapted to global
development. However, they are aware that
distance learning has a positive effect on their
personality: they become more confident in the
presentation of their ideas, they save transport
and printing courses costs, and they are more
secure against the risk of COVID-19
contamination.
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Identification of the meaning of dimension 2
On the other hand, the nature of the e-mail
address and its use by any student contribute to
the meaning of the second dimension of the
main foreground. It is indeed the key entry to an
online course, so the equipments and means of
connection do not really constitute an obstacle
to the success of remote teaching. Indeed, the
majority of FSEG students are
subtracting/considered to be coming from the
worst annual income category of the average
cases (63.5% are non scholarship holders), they
generally have the connection tools namely
computers and smartphones. It is necessary to
change the habits of email addresses use; it is
not a simple tool of messaging but rather a
password to development and change of life
quality and cultures. It should be noted that the
FSEG of Sousse has made available to each
student a Microsoft address and a password
ensuring the connection to both platforms of
Fseg sousse, Edupage, and Virtual
University. Unfortunately, we noticed a lack of
awareness in relation to university address
usefulness access.
Positioning of the variable followed by online
courses in the first main plane
In order to describe the success of the online
courses in the FSEG of Sousse, we will study
the location of the following variable modalities
(in terms of course follow-up, not followed or
not really) in the first main plan compared to
the responses collected.
The attached diagram of modality points
(Figure 2) gives us an idea concerning the
elements that guaranteed the success or failure
of a distance education during the confinement
period.
Figure 2
Attached Diagram of Modality Points
Indeed, students who have taken online courses
do not encounter any difficulties in the use of
digital tools and platforms. They are satisfied
with the content provided and are able to
understand their virtual courses despite not
having this experience prior to COVID-19.Yet,
they have received some training. Their
connection is ensured by a computer and a Wi-
Fi network. In addition, the lack of online
courses follow-up can be explained by a lack of
connectivity since the students in question log
inusing their smartphones via an expensive
Internet plan that quickly runs out. They
encountered difficulties when entering the UVT
platform knowing that they had not received a
special training or experienced a virtual course
before. However, the status of students who did
not actually take the distance courses is not
justified. It can be considered an attitude not
explained by their response profiles.
Referring to the feedbacks collected, we
mention the problem of network availability
that prevents the smooth running of virtual
courses, the too high costs of accessing the
Internet and the lack of training on the
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manipulation of digital platforms. Thus, in
order to succeed in online teaching, students
have proposed a number of recommendations,
including 40.3% of students are for the
implementation of a hybrid teaching (joint
teaching between face-to-face and online),
29.5% emphasize the need for a digital room in
the faculty, 25.9% of students require a
minimum connection rate while only 4.6% of
students require training on using the platforms.
5. Conclusion
Universities have undergone a series of
important changes, induced by technological
and social trends towards digitization. The
recent pandemic has given an intense boost to
digitize the education in Tunisia. The survey
carried out among the students of the FSEG of
Sousse made it possible to identify certain
evaluations of this experience.
The connection hardware does not really cause
a problem (possession of computer,
smartphone). However, there is a lack of
connectivity. For its part, FSEG Sousse
provided students with equipped digital rooms
and installed several Internet access points. In
addition, to avoid the complexity of the
platform and the lack of manipulation of
communication tools (bigbluebottom,
videoconferencing, Microsoft teams, etc.), it
made use of a simpler platform to manage
through which it organized an online
pedagogical follow-up period (during the
second confinement in 2021) while offering the
necessary technical assistance to students.
Students' awareness of safety concerns has
probably been a driving force for faster
adaptation to the new approach. Faced with the
scarcity of other solutions, even students who
are not so tech savvy have tried to adapt to the
shift to online mode. However, among the
negative aspects that prevent, its success is the
feeling of isolation, since human contact and
social communication is a peculiarity of student
life, and the prejudice of 40,3% of students that
this method will reinforce the inequality of
achievements. In fact, Wang & Eccles, 2013
investigated studied the student attitude in
classroom, on particular the face to face
teaching, and they conclude that there is student
engagement which includes behavioral,
emotional, and cognitive factors. However,
Anderson, 2003 define the student engagement
as a students’ interaction with the online
classroom environment since the teacher has
not the same opportunities to engage with the
student (Martin & Bolliger, 2018). As a result,
distance education was imposed following the
COVID-19 crisis and especially containment. It
has become an obligation that ensures the
continuity of learning, but we must understand
that it is a culture to implement before being an
obligation.
As a research perspective, this study should be
further investigated taking into account
macroeconomic variables. It is necessary to
understand student’s attitude towards distance
education in order to implement an educational
system adapted to the economic, cultural and
social context of the country.
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