Generation Z’s expectations towards distance learning at the higher education level

Abstract

Higher education is subject to constant change. It is influenced by external factors, such as demographic and generational changes, globalization, technological progress, as well as internal factors, such as the forms and methods of education used, and the way the institution is managed. In recent years, one of the key changes in higher education, which was influenced by both internal and external factors, was the popularization of remote education, caused by the coronavirus pandemic. In many ways, this was a challenge for education providers, lecturers, and students. The lack of preparation of participants on both sides of the education process for the unexpected situation resulted in numerous errors. Their consequences were significant for the quality of education, but also for the mental condition of students. Currently, remote education is used as a supporting or basic form of education, which is why it is so important to study the factors that are significant for its quality. Additionally, today’s students belong to Generation Z, which also determines the introduction of changes in the approach to learning.

The research results were based on the opinions of 261 students representing Generation Z on the implementation of higher education in a remote form and the needs of students for coping with various types of difficulties resulting from remote studying. Based on the quantitative research conducted in this project, comprising a questionnaire and open-ended questions, it can be stated that representatives of Generation Z, studying remotely, felt educational difficulties the most. These resulted from the need to increase their own workload in relation to stationary education and from the form of instruction used by lecturers regardless of the type of classes conducted. Students felt equally strongly about social difficulties caused by the lack of direct contact with lecturers and other students. Remote education also generated difficulties of a psychological nature. Therefore, students expected substantive and emotional support from lecturers, but also from other specialists, including psychologists, mentors, career advisors. They also expected lecturers to present and respect specific principles of study and assessment. Among the factors that are most important for increasing student engagement in studying, the respondents recognized the change in the approach of lecturers to teaching. They postulated the use of activating methods in distance learning, the use of interactive digital media, indicating the practical application of the theoretical knowledge provided, creating opportunities to combine studies with the job market, a partnership approach on the lecturers’ side, as well as the use of positive reinforcement by lecturers and the university.

The final part presents conclusions and recommendations regarding the organization and implementation of distance learning at a higher level for contemporary students, representatives of Generation Z.