Exploring Polish students' perceptions of online education during the COVID-19 pandemic and its correlation with student loyalty

Percepcja zajęć online przez polskich studentów oraz jej relacje z lojalnością studentów w czasie pandemii COVID-19

The COVID-19 pandemic has presented significant challenges for universities, their leadership, faculty, and students globally, necessitating rapid adaptation to an unprecedented situation. This paper examines how students evaluate the organization and execution of online classes at three types of Polish higher education institutions: economics universities, management faculties at universities and management faculties within technical universities. The study employed the Computer-Assisted Web Interviewing (CAWI) method, with a sample of 2,832 participants. The results of our study suggest that the most positively rated aspects included access to online consultations, the availability of course materials, and the supportive attitudes of instructors. Conversely, the lowest-rated aspects were the involvement of business practitioners in online classes, knowledge assimilation during remote learning, and the offering of open lectures. An analysis of variance revealed statistically significant differences among the surveyed student groups. Furthermore, the likelihood of students recommending their institutions to peers was assessed. The results showed a prevalence of promoters over detractors in the overall sample, with economics universities displaying a positive Net Promoter Score (NPS). 

Pandemia COVID-19 stanowiła istotne wyzwanie dla uniwersytetów, ich władz, kadry naukowej i studentów na całym świecie, wymagając szybkiej adaptacji do bezprecedensowej sytuacji. Niniejszy artykuł analizuje, jak studenci oceniają organizację i realizację zajęć online w trzech typach polskich instytucji szkolnictwa wyższego: uniwersytetach ekonomicznych, wydziałach zarządzania na uniwersytetach oraz wydziałach zarządzania na politechnikach. Badanie przeprowadzono metodą wywiadu internetowego wspomaganego komputerowo (CAWI) na próbie 2832 uczestników. Wyniki badania sugerują, że do najwyżej ocenianych aspektów należały: dostęp do konsultacji online, dostępność materiałów dydaktycznych oraz wspierająca postawa wykładowców. Natomiast najniżej oceniane elementy to udział praktyków biznesu w zajęciach online, przyswajanie wiedzy podczas nauki zdalnej oraz oferta wykładów otwartych. Analiza wariancji wykazała statystycznie istotne różnice między badanymi grupami studentów. Ponadto oceniono prawdopodobieństwo polecania uczelni znajomym lub kolegom. Wyniki pokazały przewagę promotorów nad krytykami w ogólnej grupie badanych, a także wśród studentów uniwersytetów ekonomicznych, gdzie wskaźnik Net Promoter Score (NPS) był pozytywny.

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