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This paper addresses this topic, restricting its scope to the business school environment, and undergraduate and master's programs in a business school environment. It is important to measure student satisfaction in education, where student satisfaction and student motivation are the results of student interactions with the educational environment in the form of students' perceptions of the educational services ( Stukalina,В 2012). Asking questions around the quality of online teaching and student satisfaction is crucial as any unresolved issues may have long term consequences for the structure of the higher education sector and the future format of the programs designed and offered. After several months (totaling to nearly two years now) of operating in this new highly virtual mode, the time has come to evaluate the efficiency and effectiveness of these efforts. New skill sets, capabilities, and venues had to be mastered and created, both by students and professors.

The fifth element watch online 123 full#

The COVID-19 pandemic took conversations about online teaching to a new level: instead of offering a few select, often extra-curricular, online courses, universities and business schools had to turn full undergraduate and postgraduate programs virtual.

A further challenge for the academic community in preparing online courses is the issue of intellectual property rights ( Guri-Rosenblit,В 2018). For teachers, preparing for online courses is much more time-consuming than preparing for face-to-face learning in a classroom ( Guri-Rosenblit,В 2018). This may stem from any number of factors, such as personality, sense of transactional distance in the online environment, lack of confidence and trust in the participants in an online community, lack of nonverbal communication (facial expression, voice tone, etc.), connection difficulties (e.g., low internet speed), poor writing skills or language barriers ( RasheedВ etВ al., 2019). Students often become isolated and alienated due to their hesitation to participate in online communities. However, e-learning can cause tremendous difficulties for both students and teachers alike. Students have an increased awareness regarding the usefulness and advantages of e-learning ( Al-FraihatВ etВ al., 2020). We can observe rapid use of e-learning platforms such as MS Teams or Zoom.

These sudden changes have put unprecedented pressure on the Internet's infrastructure ( FavaleВ etВ al., 2020). The COVID-19 pandemic and the consequent lockdowns introduced major changes in behavior regarding work, cooperation, learning, and the purchasing of goods and services ( Elyassi,В 2021 RuizВ Estrada etВ al., 2021). As question remains, however, as to whether this new setup can be effective. Both professors and students were forced to re-think the use of available tech resources to both deliver higher education services and to benefit from those services. The same necessity to embrace these new pandemic-imposed conditions, such as social distancing and a frozen economy, needed to be addressed by the higher education sector as well. Allowing employees to work remotely from home became the new normal on an unprecedented scale. For organizations to withstand the changes brought by the COVID-19 pandemic in 2020, they had to break with standard procedures and adopt new ones. These technologies are accessed and used vastly in the private domain, and the latest pandemic has shown how invaluable they are to continuing business operations and fulfilling employment responsibilities. Modern technologies encroach on all spheres of human life including both learning and teaching ( LepiДЌnik-VodopivecВ etВ al., 2020). The time required to commute to the business school determines only the preferred mode of study in the future, while students' nationality determines their assessment of online studying and the frequency of participation in online courses. According to the analysis, the student engagement variable determines the current evaluation of online studying, the change in frequency of participation since the introduction of online classes, and the preferred mode of study (online or offline). We used the chi-squared test, the Kruskal-Wallis test, and the Mann-Whitney test to verify relationships between variables. We analyze survey responses provided by 317 respondents. The respondents included native residents of Poland, as well as migrants from countries of the former Soviet Union. For this purpose, we conducted research in late March and early April 2020 among management students attending one business school in Warsaw.

We have analyzed what determines the evaluation of online studies, the frequency of participation in online courses, and the preferences regarding the mode of study in the future (offline vs. The aim of the paper is to provide knowledge with regard to what extent a student's engagement, travel time to the business school, and nationality determine their perception of the value of business school education.