Calidad de la educación en línea como componente
para garantizar el empleo
Mariia Makhsma 1
, Yevhen Kozlov 2
, Oksana Marukhlenko3
,
Natalia Zakharova4
, Svitlana Osypenko5
1
Kyiv National Economic University named after Vadym Hetman, Kyiv, Ukraine,
+38066-078-63-41, Kyiv region, Kotsiubynske village, 2/2 Ponomaryova str., 34, 08298.
E-mail: mahsmam@ukr.net; ORCID: 0000-0002-9836-7438
2
Kyiv National Economic University named after Vadym Hetman, Kyiv, Ukraine,
+38050- 265-55-50, Kyiv region, Kotsiubynske village, 2/2 Ponomaryova str., 34, 08298.
E-mail: yevgenk@ukr.net; ORCID: 0000-0002-1814-9335
3
Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine +380958916608, Kyiv,
Bulvarno-Kudriavska, 18/2, 04053, Ukraine.
E-mail: Oksana.marukhlenko@gmail.com; ORCID: https://orcid.org/ 0000-0001-8050-6615
4
Bogdan Khmelnitsky Melitopol State Pedagogical University, Zaporizhzhia, Ukraine
+380675978291, 59, Naukove Mistechko St., Zaporizhzhia, Ukraine.
E-mail: nata-zakharova@ukr.net; ORCID: 0000-0002-5491-492X
5
Bogdan Khmelnitsky Melitopol State Pedagogical University, Zaporizhzhia, Ukraine.
+380989663482, Str. Lomonosova, 28 Kropyvnyckyi.
E-mail: osypenko.so@gmail.com; ORCID: 0000-0002-2872-7944
Resumen. El propósito del artículo es diagnosticar el estado actual de la calidad
del aprendizaje en línea en las instituciones de educación superior, identificar los prin-
cipales problemas existentes en esta área y desarrollar medidas para mejorarla con el fin
de aumentar la competitividad de los graduados y acelerar su empleo y proporcionar
empleo efectivo. El artículo utiliza métodos científicos generales y especiales, en par-
ticular métodos dialécticos, de análisis y síntesis, históricos y lógicos para diagnosticar
el estado actual de la calidad del aprendizaje en línea e identificar direcciones para me-
jorar su nivel en las instituciones de educación superior; método de investigación so-
ciológica para identificar problemas en la prestación de servicios educativos por parte
de instituciones de educación superior en línea; método gráfico-analítico para ilustrar
los principales resultados de la investigación sociológica. Como resultado del estudio,
se estableció que el aprendizaje en línea se ha consolidado firmemente en la práctica
educativa y será utilizado en el proceso educativo independientemente de la influencia
de factores globales, ya que amplía las oportunidades educativas de los estudiantes.
Palabras clave: aprendizaje en línea, calidad de la educación superior, empleo, tecnologías de la
información.
Recibido: 22/05/2024 ~ Aceptado: 28/09/2024
INTERACCIÓN Y PERSPECTIVA
Revista de Trabajo Social
ISSN 2244-808X ~ Dep. Legal pp 201002Z43506
DOI: https://doi.org/10.5281/zenodo.14031697
Vol. 15 (1): 182 - 195 pp, 2025
para garantizar el empleo
Mariia Makhsma 1
, Yevhen Kozlov 2
, Oksana Marukhlenko3
,
Natalia Zakharova4
, Svitlana Osypenko5
1
Kyiv National Economic University named after Vadym Hetman, Kyiv, Ukraine,
+38066-078-63-41, Kyiv region, Kotsiubynske village, 2/2 Ponomaryova str., 34, 08298.
E-mail: mahsmam@ukr.net; ORCID: 0000-0002-9836-7438
2
Kyiv National Economic University named after Vadym Hetman, Kyiv, Ukraine,
+38050- 265-55-50, Kyiv region, Kotsiubynske village, 2/2 Ponomaryova str., 34, 08298.
E-mail: yevgenk@ukr.net; ORCID: 0000-0002-1814-9335
3
Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine +380958916608, Kyiv,
Bulvarno-Kudriavska, 18/2, 04053, Ukraine.
E-mail: Oksana.marukhlenko@gmail.com; ORCID: https://orcid.org/ 0000-0001-8050-6615
4
Bogdan Khmelnitsky Melitopol State Pedagogical University, Zaporizhzhia, Ukraine
+380675978291, 59, Naukove Mistechko St., Zaporizhzhia, Ukraine.
E-mail: nata-zakharova@ukr.net; ORCID: 0000-0002-5491-492X
5
Bogdan Khmelnitsky Melitopol State Pedagogical University, Zaporizhzhia, Ukraine.
+380989663482, Str. Lomonosova, 28 Kropyvnyckyi.
E-mail: osypenko.so@gmail.com; ORCID: 0000-0002-2872-7944
Resumen. El propósito del artículo es diagnosticar el estado actual de la calidad
del aprendizaje en línea en las instituciones de educación superior, identificar los prin-
cipales problemas existentes en esta área y desarrollar medidas para mejorarla con el fin
de aumentar la competitividad de los graduados y acelerar su empleo y proporcionar
empleo efectivo. El artículo utiliza métodos científicos generales y especiales, en par-
ticular métodos dialécticos, de análisis y síntesis, históricos y lógicos para diagnosticar
el estado actual de la calidad del aprendizaje en línea e identificar direcciones para me-
jorar su nivel en las instituciones de educación superior; método de investigación so-
ciológica para identificar problemas en la prestación de servicios educativos por parte
de instituciones de educación superior en línea; método gráfico-analítico para ilustrar
los principales resultados de la investigación sociológica. Como resultado del estudio,
se estableció que el aprendizaje en línea se ha consolidado firmemente en la práctica
educativa y será utilizado en el proceso educativo independientemente de la influencia
de factores globales, ya que amplía las oportunidades educativas de los estudiantes.
Palabras clave: aprendizaje en línea, calidad de la educación superior, empleo, tecnologías de la
información.
Recibido: 22/05/2024 ~ Aceptado: 28/09/2024
INTERACCIÓN Y PERSPECTIVA
Revista de Trabajo Social
ISSN 2244-808X ~ Dep. Legal pp 201002Z43506
DOI: https://doi.org/10.5281/zenodo.14031697
Vol. 15 (1): 182 - 195 pp, 2025
Calidad de la educación en línea como componente para garantizar el empleo 183Vol. 15(1) enero-marzo 2025/ 182 - 195
Quality of online education as a component to ensure
employment
Abstract. The purpose of the article is to diagnose the current state of the quality
of online learning in higher education institutions, to identify the existing main prob-
lems in this area and to develop measures to improve it in order to increase the com-
petitiveness of graduates, accelerate their employment and ensure effective employ-
ment. The article uses general scientific and special methods, in particular, dialectical,
analysis and synthesis, historical and logical methods to diagnose the current state
of the quality of online learning and identify areas for improving its level in higher
education institutions; the method of sociological research to identify problems in the
provision of educational services by higher education institutions online; graphical
and analytical method to illustrate the main results of the sociological research. As a
result of the study, it was found that online learning is firmly established in educational
practice and will be used in the educational process regardless of the influence of global
factors, as it expands the educational opportunities of students.
Keywords: online learning, quality of higher education, employment, information Technology.
INTRODUCTION
The events of the last four years related to the global pandemic have had a significant impact
on both the global labor market and its local segments. In Ukraine, since February 24, 2022, in ad-
dition to quarantine restrictions, the country’s socio-economic situation has been unprecedentedly
affected by Russian military aggression, which has resulted in huge losses of human and production
potential, territory, material and technical, and all other resources. More than 30% of enterprises
have stopped their operations due to physical destruction and temporary occupation of part of the
territory. The National Bank of Ukraine estimates a 29.1% decline in real GDP in 2022, with the
overall GDP level returning to the level of the early 2000s (Poharska, 2023).
The consequences of these two global disruptive factors were a decline in employment and a
decline in incomes. Unemployment at the beginning of the war reached 30%. Of course, not all
sectoral markets suffered the same losses, but most still suffered from a significant drop in consumer
demand for goods and services, and, accordingly, incurred losses, curtailing their business activities
and reducing sales. The consequences of these processes are massive emigration of the population
abroad, an increase in the number of internally displaced persons, closure of enterprises, dismissal of
a significant part of the staff and transfer of an even larger part of it to remote (remote) employment.
Thus, according to experts, as of June 2023, there were 9 million forced migrants outside Ukraine,
and 5 million people had temporary protection status in the EU. The number of internally displaced
persons is estimated at 5 million (Ibid). These circumstances have a negative impact on the labor
market, causing a labor shortage of 4.5 million people for the post-war economic recovery.
The pandemic and the war have dealt a significant blow not only to the country’s economy,
but have posed serious challenges in virtually all areas of human life. The problem of adaptation to
new conditions in the field of higher education has become extremely acute. The importance and
significance of the quality of services in this sector in Ukrainian society is second only to the health-
Quality of online education as a component to ensure
employment
Abstract. The purpose of the article is to diagnose the current state of the quality
of online learning in higher education institutions, to identify the existing main prob-
lems in this area and to develop measures to improve it in order to increase the com-
petitiveness of graduates, accelerate their employment and ensure effective employ-
ment. The article uses general scientific and special methods, in particular, dialectical,
analysis and synthesis, historical and logical methods to diagnose the current state
of the quality of online learning and identify areas for improving its level in higher
education institutions; the method of sociological research to identify problems in the
provision of educational services by higher education institutions online; graphical
and analytical method to illustrate the main results of the sociological research. As a
result of the study, it was found that online learning is firmly established in educational
practice and will be used in the educational process regardless of the influence of global
factors, as it expands the educational opportunities of students.
Keywords: online learning, quality of higher education, employment, information Technology.
INTRODUCTION
The events of the last four years related to the global pandemic have had a significant impact
on both the global labor market and its local segments. In Ukraine, since February 24, 2022, in ad-
dition to quarantine restrictions, the country’s socio-economic situation has been unprecedentedly
affected by Russian military aggression, which has resulted in huge losses of human and production
potential, territory, material and technical, and all other resources. More than 30% of enterprises
have stopped their operations due to physical destruction and temporary occupation of part of the
territory. The National Bank of Ukraine estimates a 29.1% decline in real GDP in 2022, with the
overall GDP level returning to the level of the early 2000s (Poharska, 2023).
The consequences of these two global disruptive factors were a decline in employment and a
decline in incomes. Unemployment at the beginning of the war reached 30%. Of course, not all
sectoral markets suffered the same losses, but most still suffered from a significant drop in consumer
demand for goods and services, and, accordingly, incurred losses, curtailing their business activities
and reducing sales. The consequences of these processes are massive emigration of the population
abroad, an increase in the number of internally displaced persons, closure of enterprises, dismissal of
a significant part of the staff and transfer of an even larger part of it to remote (remote) employment.
Thus, according to experts, as of June 2023, there were 9 million forced migrants outside Ukraine,
and 5 million people had temporary protection status in the EU. The number of internally displaced
persons is estimated at 5 million (Ibid). These circumstances have a negative impact on the labor
market, causing a labor shortage of 4.5 million people for the post-war economic recovery.
The pandemic and the war have dealt a significant blow not only to the country’s economy,
but have posed serious challenges in virtually all areas of human life. The problem of adaptation to
new conditions in the field of higher education has become extremely acute. The importance and
significance of the quality of services in this sector in Ukrainian society is second only to the health-
184 Makhsma, Kozlov, Marukhlenko, Zakharova, OsypenkoInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
care sector. The higher education sector in Ukraine is the area where professional competencies of
managers, specialists and professionals are formed, where the competitiveness of the labor force is
created. With this in mind, it is extremely important to ensure the quality of educational services
for higher education students under quarantine restrictions, martial law and post-war conditions.
Due to the spread of the pandemic and the war, the original problems of Ukraine’s higher education
sector (chronic funding shortages, inconsistency of higher education programs with the needs of the
business environment, imbalance between the professional and qualification structure of graduates
and the needs of the labor market, etc. The latter has become a serious challenge for all participants
in the educational process, both for academic staff and students.
We should pay tribute to the Ukrainian higher education sector, which quickly adapted to
quarantine restrictions and lockdowns, and later martial law, and has effectively mastered alternative
formats of educational services. The spring 2020 semester, which was mostly remote, and the 2020-
2023 academic years, which were held online and in mixed modes, were successfully completed. At
the same time, the relative novelty of alternative learning formats necessitates research and scientific
study of their essence and specific features.
LITERATURE REVIEW
It should be noted that the problems of the labor market, employment, quality and balance
of the labor market and the market of educational services are constantly in the focus of attention
of many Ukrainian and foreign scholars. In particular, the problems of transformation of the labor
market, employment and incomes of the population are devoted to the works of A. Kolot, M.
Makhsma and many others. The market of educational services, the quality of higher education
is studied in the scientific works of V. Khorunzhyi, O. Radchuk, K. Oleksenko, O. Kryvylova, I.
Khavina, I. Klopov, V. Molodychenko, V. Voronkova and others.
Among the recent publications of foreign researchers of online learning, the works of B. Gil-
bert, Tomas J. Law, and others are worthy of attention. For example, B. Gilbert considers the po-
tential problems and disadvantages of online courses. raises the question of how best to support
students enrolled in an online course (Gilbert, 2015). G. Tareen and M. Haand, studying the per-
ceptions of graduate students about the advantages and problems of online learning, concluded that
this format is convenient and generally meets the needs and expectations of graduate students, while
emphasizing such disadvantages as lack of interaction between students, unclear assessment strategy,
lack of accurate feedback and support from teachers, and lack of interest in learning (Tareen et al.,
2020). T. Hongsuchon and I. Emary, studying the effectiveness of online learning, noted that it de-
pends on many factors, including student and teacher self-efficacy, confident use of IT technologies,
use of educational strategies, ability to monitor and evaluate learning outcomes, and student mo-
tivation. Their research has shown that universities can increase the effectiveness of online learning
by motivating students to join online classes and developing appropriate learning strategies for their
individual needs (Hongsuchon et al., 2022). T. Wang, C. Lin, and Y. Su conducted an online survey
of 854 students and applied econometric modeling to test the hypothesis that technical support for
promoting online learning helped students complete course assignments during the pandemic and
generated a continued intention to use online learning in the future. The model largely confirmed
students’ intentions to continue using online learning in the post-quarantine period. In view of this,
higher education institutions are encouraged to popularize online learning modes and methods after
care sector. The higher education sector in Ukraine is the area where professional competencies of
managers, specialists and professionals are formed, where the competitiveness of the labor force is
created. With this in mind, it is extremely important to ensure the quality of educational services
for higher education students under quarantine restrictions, martial law and post-war conditions.
Due to the spread of the pandemic and the war, the original problems of Ukraine’s higher education
sector (chronic funding shortages, inconsistency of higher education programs with the needs of the
business environment, imbalance between the professional and qualification structure of graduates
and the needs of the labor market, etc. The latter has become a serious challenge for all participants
in the educational process, both for academic staff and students.
We should pay tribute to the Ukrainian higher education sector, which quickly adapted to
quarantine restrictions and lockdowns, and later martial law, and has effectively mastered alternative
formats of educational services. The spring 2020 semester, which was mostly remote, and the 2020-
2023 academic years, which were held online and in mixed modes, were successfully completed. At
the same time, the relative novelty of alternative learning formats necessitates research and scientific
study of their essence and specific features.
LITERATURE REVIEW
It should be noted that the problems of the labor market, employment, quality and balance
of the labor market and the market of educational services are constantly in the focus of attention
of many Ukrainian and foreign scholars. In particular, the problems of transformation of the labor
market, employment and incomes of the population are devoted to the works of A. Kolot, M.
Makhsma and many others. The market of educational services, the quality of higher education
is studied in the scientific works of V. Khorunzhyi, O. Radchuk, K. Oleksenko, O. Kryvylova, I.
Khavina, I. Klopov, V. Molodychenko, V. Voronkova and others.
Among the recent publications of foreign researchers of online learning, the works of B. Gil-
bert, Tomas J. Law, and others are worthy of attention. For example, B. Gilbert considers the po-
tential problems and disadvantages of online courses. raises the question of how best to support
students enrolled in an online course (Gilbert, 2015). G. Tareen and M. Haand, studying the per-
ceptions of graduate students about the advantages and problems of online learning, concluded that
this format is convenient and generally meets the needs and expectations of graduate students, while
emphasizing such disadvantages as lack of interaction between students, unclear assessment strategy,
lack of accurate feedback and support from teachers, and lack of interest in learning (Tareen et al.,
2020). T. Hongsuchon and I. Emary, studying the effectiveness of online learning, noted that it de-
pends on many factors, including student and teacher self-efficacy, confident use of IT technologies,
use of educational strategies, ability to monitor and evaluate learning outcomes, and student mo-
tivation. Their research has shown that universities can increase the effectiveness of online learning
by motivating students to join online classes and developing appropriate learning strategies for their
individual needs (Hongsuchon et al., 2022). T. Wang, C. Lin, and Y. Su conducted an online survey
of 854 students and applied econometric modeling to test the hypothesis that technical support for
promoting online learning helped students complete course assignments during the pandemic and
generated a continued intention to use online learning in the future. The model largely confirmed
students’ intentions to continue using online learning in the post-quarantine period. In view of this,
higher education institutions are encouraged to popularize online learning modes and methods after
Calidad de la educación en línea como componente para garantizar el empleo 185Vol. 15(1) enero-marzo 2025/ 182 - 195
the COVID-19 pandemic (Wang, Lin, 2021). B. Xhaffery and G. Xhaffery studied the problems
of online learning at the Southeastern European University. After conducting a survey of students
of linguistic faculties, they concluded that the advantages of this teaching format outweigh the
disadvantages. At the same time, they emphasize the need to support students to increase their self-
motivation and discipline (Xhaffery, 2020).
P. Gautam emphasizes the advantages and disadvantages of online learning (Gautam, 2020).
T. Law highlights the mostly positive characteristics of online learning, including the wide avail-
ability of this learning format for students and the high degree of freedom of teachers and students
in choosing time and other learning conditions. In addition, it provides an overview of the most
effective digital educational platforms and indicates the average salary level of online teachers (Law,
2021). The study of the impact of teacher stress, determining the role of professional support during
the Covid-19 pandemic, the impact on their involvement in the educational process and their labor
productivity is devoted to the work of K. Obran (Obran, 2020).
Despite the sufficiently deep development of this scientific issue, new teaching formats, and
in particular, the online format, require further research. Given this, the purpose of the article is
to diagnose the current state of quality of online learning in higher education institutions, identify
the existing major problems in this area and develop measures to improve it in order to increase the
competitiveness of graduates, accelerate their employment and ensure effective employment.
RESEARCH METHODS
To achieve this goal, general scientific and special methods were used, in particular, the dialec-
tical method was applied in analyzing trends in higher education in the context of the challenges
of a pandemic and a full-scale war. In particular, the quality of online learning in this article is not
considered as a separate category or process, but as part of the entire education system, which is
influenced by numerous factors of the macro and micro environment, in dynamics, development
and close relationship with the economic system.
The method of analysis, which consists in dividing the whole into parts and considering each
individual element as part of the whole, has been widely used in identifying the current state of
quality of educational services in the field of higher education. The method of synthesis was used
to summarize the identified patterns and trends in the field of online learning and to formulate the
conclusions of the study. The historical and logical methods were used to develop proposals for
improving the level of online learning in higher education institutions. The method of sociological
research was used to identify the main problems in the provision of educational services by higher
education institutions online. The sample of 630 students is representative. To this end, in 2021-
2023, a survey was conducted of 630 HEI students located in Kyiv (443 people) 74.3%, in Cherni-
hiv 70 people (11.3%) and 117 people (14.4%) as well as in the cities of: Kharkiv, Lviv, Odesa,
Poltava, Zhytomyr. As for the gender distribution, the vast majority of respondents are women
- 373 people (62.6%), and 233 people (37.4%) are men. All respondents are enrolled in different
courses. In particular, the first-year respondents accounted for 67 people (11.2%); the second - 335
people (56.2%); the third - 101 people (16.9%); the fourth - 54 people (9.1%) and the fifth - 39
people (6.5%). Almost all survey participants are full-time students, 561 people (94.1%). There are
35 part-time students (5.9%). The graphical and analytical method was used to illustrate the main
results of the sociological survey.
the COVID-19 pandemic (Wang, Lin, 2021). B. Xhaffery and G. Xhaffery studied the problems
of online learning at the Southeastern European University. After conducting a survey of students
of linguistic faculties, they concluded that the advantages of this teaching format outweigh the
disadvantages. At the same time, they emphasize the need to support students to increase their self-
motivation and discipline (Xhaffery, 2020).
P. Gautam emphasizes the advantages and disadvantages of online learning (Gautam, 2020).
T. Law highlights the mostly positive characteristics of online learning, including the wide avail-
ability of this learning format for students and the high degree of freedom of teachers and students
in choosing time and other learning conditions. In addition, it provides an overview of the most
effective digital educational platforms and indicates the average salary level of online teachers (Law,
2021). The study of the impact of teacher stress, determining the role of professional support during
the Covid-19 pandemic, the impact on their involvement in the educational process and their labor
productivity is devoted to the work of K. Obran (Obran, 2020).
Despite the sufficiently deep development of this scientific issue, new teaching formats, and
in particular, the online format, require further research. Given this, the purpose of the article is
to diagnose the current state of quality of online learning in higher education institutions, identify
the existing major problems in this area and develop measures to improve it in order to increase the
competitiveness of graduates, accelerate their employment and ensure effective employment.
RESEARCH METHODS
To achieve this goal, general scientific and special methods were used, in particular, the dialec-
tical method was applied in analyzing trends in higher education in the context of the challenges
of a pandemic and a full-scale war. In particular, the quality of online learning in this article is not
considered as a separate category or process, but as part of the entire education system, which is
influenced by numerous factors of the macro and micro environment, in dynamics, development
and close relationship with the economic system.
The method of analysis, which consists in dividing the whole into parts and considering each
individual element as part of the whole, has been widely used in identifying the current state of
quality of educational services in the field of higher education. The method of synthesis was used
to summarize the identified patterns and trends in the field of online learning and to formulate the
conclusions of the study. The historical and logical methods were used to develop proposals for
improving the level of online learning in higher education institutions. The method of sociological
research was used to identify the main problems in the provision of educational services by higher
education institutions online. The sample of 630 students is representative. To this end, in 2021-
2023, a survey was conducted of 630 HEI students located in Kyiv (443 people) 74.3%, in Cherni-
hiv 70 people (11.3%) and 117 people (14.4%) as well as in the cities of: Kharkiv, Lviv, Odesa,
Poltava, Zhytomyr. As for the gender distribution, the vast majority of respondents are women
- 373 people (62.6%), and 233 people (37.4%) are men. All respondents are enrolled in different
courses. In particular, the first-year respondents accounted for 67 people (11.2%); the second - 335
people (56.2%); the third - 101 people (16.9%); the fourth - 54 people (9.1%) and the fifth - 39
people (6.5%). Almost all survey participants are full-time students, 561 people (94.1%). There are
35 part-time students (5.9%). The graphical and analytical method was used to illustrate the main
results of the sociological survey.
186 Makhsma, Kozlov, Marukhlenko, Zakharova, OsypenkoInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
RESULTS OF THE STUDY
To find out whether studying is the only type of employment for students, they were asked
the question “Do you combine studying with work?”. The distribution of answers to this question
showed that despite the fact that almost all respondents are full-time students, only one third of the
respondents - 189 people (31.2%) - are engaged in studying only, i.e. do not combine study and
work. The overwhelming majority of respondents - 260 people (43.6%) - said they work full-time,
and another 147 people (24.7%) said they sometimes combine work and study. It should be noted
that for the vast majority of those who work, their job is not related to their future profession. Only
one third of respondents said they have a job in the field of their study.
The main reasons that motivate higher education students to combine study and work are the
following: lack of money, the need to gain experience, develop professional skills, expanding the
circle of friends, and others. Thus, according to the survey, three quarters of working students com-
bine study and work because they want to have their own income. Almost half of the respondents
(43.7%) mentioned gaining experience as an important reason for their work (Figure 1). Another
38% of respondents noted the need to develop professional skills. Almost 30% of students also work
to expand their social circle. Other reasons for working were also mentioned by full-time students.
In particular, the need to pay tuition fees. Some work for development, pleasure, boredom, to oc-
cupy their free time, and even to overcome emotional pain. So, the reasons for working are quite
diverse, but the main ones are still material incentives and gaining professional experience. The
combination of study and work for the vast majority of surveyed students positively characterizes
them as individuals with an active life position. In this regard, it is important to emphasize the need
for proper prioritization. The top priority should be to obtain a quality education, as this will largely
determine the future professional success of each student.
Figure 1. Distribution of answers to the question «If you combine study and work,
what are the reasons? (p.9)
Source: calculated by the author based on the results of the survey.
In the context of prolonged quarantine restrictions, it is important to know how the direct
consumers of these services evaluate them in order to improve the quality of educational services
provided by higher education institutions. To this end, students were asked several questions on this
topic. In particular, the survey found that only 17% were negative about online learning, another
23% found it difficult to evaluate it, while the vast majority of students surveyed were positive
(22.9%) or generally positive (38.7%) about forced online learning caused by quarantine measures.
Expand communication
Other
Develop skills
Gain experience
Have an income
0 50 100 150 200 250 300 350 400 450 500
472
275
224
176
62
RESULTS OF THE STUDY
To find out whether studying is the only type of employment for students, they were asked
the question “Do you combine studying with work?”. The distribution of answers to this question
showed that despite the fact that almost all respondents are full-time students, only one third of the
respondents - 189 people (31.2%) - are engaged in studying only, i.e. do not combine study and
work. The overwhelming majority of respondents - 260 people (43.6%) - said they work full-time,
and another 147 people (24.7%) said they sometimes combine work and study. It should be noted
that for the vast majority of those who work, their job is not related to their future profession. Only
one third of respondents said they have a job in the field of their study.
The main reasons that motivate higher education students to combine study and work are the
following: lack of money, the need to gain experience, develop professional skills, expanding the
circle of friends, and others. Thus, according to the survey, three quarters of working students com-
bine study and work because they want to have their own income. Almost half of the respondents
(43.7%) mentioned gaining experience as an important reason for their work (Figure 1). Another
38% of respondents noted the need to develop professional skills. Almost 30% of students also work
to expand their social circle. Other reasons for working were also mentioned by full-time students.
In particular, the need to pay tuition fees. Some work for development, pleasure, boredom, to oc-
cupy their free time, and even to overcome emotional pain. So, the reasons for working are quite
diverse, but the main ones are still material incentives and gaining professional experience. The
combination of study and work for the vast majority of surveyed students positively characterizes
them as individuals with an active life position. In this regard, it is important to emphasize the need
for proper prioritization. The top priority should be to obtain a quality education, as this will largely
determine the future professional success of each student.
Figure 1. Distribution of answers to the question «If you combine study and work,
what are the reasons? (p.9)
Source: calculated by the author based on the results of the survey.
In the context of prolonged quarantine restrictions, it is important to know how the direct
consumers of these services evaluate them in order to improve the quality of educational services
provided by higher education institutions. To this end, students were asked several questions on this
topic. In particular, the survey found that only 17% were negative about online learning, another
23% found it difficult to evaluate it, while the vast majority of students surveyed were positive
(22.9%) or generally positive (38.7%) about forced online learning caused by quarantine measures.
Expand communication
Other
Develop skills
Gain experience
Have an income
0 50 100 150 200 250 300 350 400 450 500
472
275
224
176
62
Calidad de la educación en línea como componente para garantizar el empleo 187Vol. 15(1) enero-marzo 2025/ 182 - 195
It turned out that almost all respondents noted the connection between the quality of edu-
cational services and the teaching mode. The answers to this question were distributed as follows.
More than a third of respondents (34.2%) said that the online format does not provide adequate
quality of knowledge (Figure 2).
Figure 2. In your opinion, does the quality of education depend on the form of education? (p.10)
Source: calculated by the author based on the results of the survey.
According to almost 20% of respondents, online learning provides a high level of knowledge,
which indicates their satisfaction with this mode of teaching. And about a third of the respondents
realize that online teaching is inferior to offline teaching, but agree that it is better than distance
learning.
Interestingly, the largest number of respondents (232 people, or 38.9%) said they would
choose a blended learning mode if they had a choice (Figure 3). The full-time (offline) form was
supported by 26.8% of respondents. 27.3% of respondents preferred the online mode of study. This
distribution of students’ opinions indicates that after the end of quarantine restrictions, education is
unlikely to switch to 100% offline mode. Probably, the most optimal form will be a mixed form, in
which part of the classes will be held in the classroom and part in the online format.
Figure 3. If you had a choice: online or offline education, which form would you choose? (p.10).
Source: calculated by the author based on the results of the survey.
Online learning does not ensure
proper quality of knowledge
Online training allows you to
achieve a high level of knowledge
Online learning is inferior to
offline, but better than distance
learning
12.90% 33.20%
34.60%
19.40%
Online training
Offline training
Mixed learning
Difficult to answer
38.70
6.80% 28.30%
26.20%
It turned out that almost all respondents noted the connection between the quality of edu-
cational services and the teaching mode. The answers to this question were distributed as follows.
More than a third of respondents (34.2%) said that the online format does not provide adequate
quality of knowledge (Figure 2).
Figure 2. In your opinion, does the quality of education depend on the form of education? (p.10)
Source: calculated by the author based on the results of the survey.
According to almost 20% of respondents, online learning provides a high level of knowledge,
which indicates their satisfaction with this mode of teaching. And about a third of the respondents
realize that online teaching is inferior to offline teaching, but agree that it is better than distance
learning.
Interestingly, the largest number of respondents (232 people, or 38.9%) said they would
choose a blended learning mode if they had a choice (Figure 3). The full-time (offline) form was
supported by 26.8% of respondents. 27.3% of respondents preferred the online mode of study. This
distribution of students’ opinions indicates that after the end of quarantine restrictions, education is
unlikely to switch to 100% offline mode. Probably, the most optimal form will be a mixed form, in
which part of the classes will be held in the classroom and part in the online format.
Figure 3. If you had a choice: online or offline education, which form would you choose? (p.10).
Source: calculated by the author based on the results of the survey.
Online learning does not ensure
proper quality of knowledge
Online training allows you to
achieve a high level of knowledge
Online learning is inferior to
offline, but better than distance
learning
12.90% 33.20%
34.60%
19.40%
Online training
Offline training
Mixed learning
Difficult to answer
38.70
6.80% 28.30%
26.20%
188 Makhsma, Kozlov, Marukhlenko, Zakharova, OsypenkoInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
It should be noted that during the quarantine, it turned out that not all teachers who were sup-
posed to teach online classes were doing so. For example, almost 10% of respondents complained
that less than 50% of teachers conducted online classes (Figure 4). Another 20% of respondents
said that only 50-80% of all classes were held online. However, almost half of the respondents said
that 90-100% of their classes were conducted online. The study did not have the opportunity to
interview teachers and find out the reasons why classes were not held, but it can be assumed that
most of these reasons are objective. But in any case, the absence of classes significantly undermines
the authority of the teacher and negatively affects the quality of knowledge.
Figure 4. Determine the percentage of teachers who conduct online classes (p.11)
Source: calculated by the author based on the results of the survey.
Undoubtedly, students have experienced certain advantages of the online learning format. For
many of them, the biggest ones were saving time on the road, saving money on transportation, and
saving money on meals away from home. For example, 76.4% of respondents consider saving time
on the road to be important (Figure 5). Almost 60% of respondents mention saving money on
transportation as an advantage. Another 48% of respondents point to saving money on meals away
from home, and almost 43% of students like this situation because they can be self-organized.
Figure 5. What are the advantages of online learning for you personally? (p.11)
Source: calculated by the author based on the results of the survey.
Less than 50%
50-79%
80-89%
90-100%
44.80
8.60%
19.2...
27.50%
Saving time on the road
Saving money on transportation
Saving on food costs
Possibility of self-organization
Other
75.90%
58.40%
46.80%
43.70%
6.70%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%
It should be noted that during the quarantine, it turned out that not all teachers who were sup-
posed to teach online classes were doing so. For example, almost 10% of respondents complained
that less than 50% of teachers conducted online classes (Figure 4). Another 20% of respondents
said that only 50-80% of all classes were held online. However, almost half of the respondents said
that 90-100% of their classes were conducted online. The study did not have the opportunity to
interview teachers and find out the reasons why classes were not held, but it can be assumed that
most of these reasons are objective. But in any case, the absence of classes significantly undermines
the authority of the teacher and negatively affects the quality of knowledge.
Figure 4. Determine the percentage of teachers who conduct online classes (p.11)
Source: calculated by the author based on the results of the survey.
Undoubtedly, students have experienced certain advantages of the online learning format. For
many of them, the biggest ones were saving time on the road, saving money on transportation, and
saving money on meals away from home. For example, 76.4% of respondents consider saving time
on the road to be important (Figure 5). Almost 60% of respondents mention saving money on
transportation as an advantage. Another 48% of respondents point to saving money on meals away
from home, and almost 43% of students like this situation because they can be self-organized.
Figure 5. What are the advantages of online learning for you personally? (p.11)
Source: calculated by the author based on the results of the survey.
Less than 50%
50-79%
80-89%
90-100%
44.80
8.60%
19.2...
27.50%
Saving time on the road
Saving money on transportation
Saving on food costs
Possibility of self-organization
Other
75.90%
58.40%
46.80%
43.70%
6.70%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%
Calidad de la educación en línea como componente para garantizar el empleo 189Vol. 15(1) enero-marzo 2025/ 182 - 195
In this question, there was also a variant of advantages, among which the most frequently men-
tioned were the opportunity to work (1% of respondents), the ability to realize themselves in other
areas, and comfortable home conditions. Some noted that they had more time to complete their
assignments and sleep. Some of the respondents mentioned as an advantage that they do not see
people they do not like. Other answers also included such advantages as the ability to do household
chores during class (since students usually have their cameras turned off). It should be noted that
among the respondents there were also those who did not feel any benefits from the online learning
mode.
Despite the fact that students identified numerous advantages of online learning, many of
them also experienced some difficulties in connection with the transition to this alternative form of
education. According to the survey results, the biggest difficulties were organizational. They were
mentioned by 311 people or 51.6% of the respondents (Figure 6). About 40% complained about
technical difficulties, and 34.4% of respondents complained about psychological difficulties of
switching to distance learning. Other difficulties included the following: inability to practice, dif-
ficulty in forcing oneself to study, difficulty in learning the material, difficulty in communicating
with teachers, not always having a calm environment for learning, and others. It should also be
noted that a certain segment of students (4%) did not experience any difficulties in transitioning to
this form of education.
Figure 6. What were the biggest difficulties you experienced with the transition
to online learning? (p.12).
Source: calculated by the authors based on the results of the survey.
In order to specify the composition of each group of problems, students were asked clarifying
questions. As a result, it was found that among the reasons of a technical nature, the educational
process was most hampered by the slowness and sometimes the absence of the Internet. 60% of
respondents complained about this (Figure 7). Insufficient capacity of computer equipment was
mentioned by 153 respondents (25.4%). Another important reason was the lack of a separate room.
More than a third of respondents cited this reason. It should be noted that more than 5% of re-
spondents said they had not encountered any technical difficulties. Other reasons most often men-
tioned were: the absence or malfunction of a microphone and webcam, not having the appropriate
programs installed, lack of experience with certain software products, and lack of electricity. Some
students were hampered in their studies by the need to take care of younger siblings.
Organizational
Technical
Psychological
Other
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%
9.50%
51.60%
39.50%
34.40%
In this question, there was also a variant of advantages, among which the most frequently men-
tioned were the opportunity to work (1% of respondents), the ability to realize themselves in other
areas, and comfortable home conditions. Some noted that they had more time to complete their
assignments and sleep. Some of the respondents mentioned as an advantage that they do not see
people they do not like. Other answers also included such advantages as the ability to do household
chores during class (since students usually have their cameras turned off). It should be noted that
among the respondents there were also those who did not feel any benefits from the online learning
mode.
Despite the fact that students identified numerous advantages of online learning, many of
them also experienced some difficulties in connection with the transition to this alternative form of
education. According to the survey results, the biggest difficulties were organizational. They were
mentioned by 311 people or 51.6% of the respondents (Figure 6). About 40% complained about
technical difficulties, and 34.4% of respondents complained about psychological difficulties of
switching to distance learning. Other difficulties included the following: inability to practice, dif-
ficulty in forcing oneself to study, difficulty in learning the material, difficulty in communicating
with teachers, not always having a calm environment for learning, and others. It should also be
noted that a certain segment of students (4%) did not experience any difficulties in transitioning to
this form of education.
Figure 6. What were the biggest difficulties you experienced with the transition
to online learning? (p.12).
Source: calculated by the authors based on the results of the survey.
In order to specify the composition of each group of problems, students were asked clarifying
questions. As a result, it was found that among the reasons of a technical nature, the educational
process was most hampered by the slowness and sometimes the absence of the Internet. 60% of
respondents complained about this (Figure 7). Insufficient capacity of computer equipment was
mentioned by 153 respondents (25.4%). Another important reason was the lack of a separate room.
More than a third of respondents cited this reason. It should be noted that more than 5% of re-
spondents said they had not encountered any technical difficulties. Other reasons most often men-
tioned were: the absence or malfunction of a microphone and webcam, not having the appropriate
programs installed, lack of experience with certain software products, and lack of electricity. Some
students were hampered in their studies by the need to take care of younger siblings.
Organizational
Technical
Psychological
Other
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%
9.50%
51.60%
39.50%
34.40%
190 Makhsma, Kozlov, Marukhlenko, Zakharova, OsypenkoInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
Figure 7. What technical difficulties did you encounter during your online learning? (p.12).
Source: calculated by the authors based on the results of the survey.
To the question “What were the biggest challenges in organizing online learning?”, a quarter
of respondents (25.9%) said that the class schedule was not convenient for them. One in five (121
people (20%)) complained about the lack of knowledge and skills in working with cloud services
(Figure 8). Another inconvenience was the untimely sending of links to join video conferences by
teachers. This was mentioned by 21% of respondents. However, most complaints were received
against teachers for the large amount of educational material sent for self-study. This problem is
relevant for 364 respondents (59.2% of respondents). For a third of respondents, the biggest orga-
nizational problem was organizing themselves for studying. Some of the respondents complained
about the difficulty of combining study and work. Some respondents did not experience any orga-
nizational difficulties at all.
Figure 8. What were your biggest challenges in organizing online learning? (p.12).
Source: calculated by the authors based on the results of the survey.
In order to find out the impact of online learning on physical and mental health, the respon-
dents were asked the question “What psychological and physical difficulties have you experienced in
connection with the transition to online learning?” More than half of the respondents (59.5%) said
59.80%
34.80%
25.40%
9.60%
Slow or no internet connection
Lack of a separate room
Insufficient power of gadgets
Other
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%
59.20%
026%
021%
020%
004%
Large volumes of educational material
It’s hard to organize yourself
Not a convenient schedule
Failure to provide a link in time
Other
Lack of knowledge
000% 010% 020% 030% 040% 050% 060% 070%
Figure 7. What technical difficulties did you encounter during your online learning? (p.12).
Source: calculated by the authors based on the results of the survey.
To the question “What were the biggest challenges in organizing online learning?”, a quarter
of respondents (25.9%) said that the class schedule was not convenient for them. One in five (121
people (20%)) complained about the lack of knowledge and skills in working with cloud services
(Figure 8). Another inconvenience was the untimely sending of links to join video conferences by
teachers. This was mentioned by 21% of respondents. However, most complaints were received
against teachers for the large amount of educational material sent for self-study. This problem is
relevant for 364 respondents (59.2% of respondents). For a third of respondents, the biggest orga-
nizational problem was organizing themselves for studying. Some of the respondents complained
about the difficulty of combining study and work. Some respondents did not experience any orga-
nizational difficulties at all.
Figure 8. What were your biggest challenges in organizing online learning? (p.12).
Source: calculated by the authors based on the results of the survey.
In order to find out the impact of online learning on physical and mental health, the respon-
dents were asked the question “What psychological and physical difficulties have you experienced in
connection with the transition to online learning?” More than half of the respondents (59.5%) said
59.80%
34.80%
25.40%
9.60%
Slow or no internet connection
Lack of a separate room
Insufficient power of gadgets
Other
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%
59.20%
026%
021%
020%
004%
Large volumes of educational material
It’s hard to organize yourself
Not a convenient schedule
Failure to provide a link in time
Other
Lack of knowledge
000% 010% 020% 030% 040% 050% 060% 070%
Calidad de la educación en línea como componente para garantizar el empleo 191Vol. 15(1) enero-marzo 2025/ 182 - 195
that they lacked live communication with classmates and friends (Figure 9). Lack of communication
with teachers was noted by 43.5% of respondents. Every second respondent mentioned a decrease
in physical activity and lack of exercise. One-third of respondents noted an increase in irritability.
More than a quarter complained of depression. Some respondents noted an increase in fatigue.
Among other negative impacts on their physical and mental health, students noted an increase in
the load on their eyesight and hearing, an increase in the time spent working with gadgets, and oth-
ers. Almost 6% of respondents said they did not notice any physical or psychological difficulties.
Figure 9. What psychological and physical difficulties have you experienced in connection
with the transition to online learning? (p.13)
Source: calculated by the authors based on the results of the survey.
Regarding students’ assessment of the quality of educational services, and in particular, the
level of theoretical knowledge and practical skills, it is important to note that despite the numerous
advantages of distance learning, the largest share of respondents expressed dissatisfaction. In par-
ticular, more than 40% of respondents assess the level of theoretical and practical training received
online as insufficient. At the same time, more than a third (36%) of the respondents believe that the
knowledge and skills they have acquired are sufficient to be applied in practice.
As is well known, the quality of the educational process largely depends on how effectively
communication is established between its participants, how promptly and constructively the teach-
ing staff responds to the audience’s requests. In this regard, it is important to note that the online
learning format somewhat complicates and slows down the process of receiving feedback. This
is confirmed by the distribution of answers to the question “Could you influence the amount of
educational material offered?”. Only 14% of respondents said that they did. Half of the surveyed
students said that they could only sometimes influence the amount of educational material. More
than 35% said they could not influence teachers to change the amount of material.
At the same time, it is important to note a certain loyalty of students to their teachers, as a
significant part of the surveyed respondents (47.6%) are generally satisfied with the amount of
feedback. At the same time, 28.2% of respondents believe that the feedback was not sufficient. A
significant proportion of the surveyed students are generally satisfied with the amount and quality
of the educational material presented. For example, 44% of respondents said that the educational
material, its volume and quality fully met their needs. A slightly smaller proportion of respondents
Lack of communication with classmates
Insufficient physical activity
Insufficient communication with the teacher
Increased irritability
Other
Depressive states
59.20%
50.30%
43.50%
33.70%
27.00%
8.70%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%
that they lacked live communication with classmates and friends (Figure 9). Lack of communication
with teachers was noted by 43.5% of respondents. Every second respondent mentioned a decrease
in physical activity and lack of exercise. One-third of respondents noted an increase in irritability.
More than a quarter complained of depression. Some respondents noted an increase in fatigue.
Among other negative impacts on their physical and mental health, students noted an increase in
the load on their eyesight and hearing, an increase in the time spent working with gadgets, and oth-
ers. Almost 6% of respondents said they did not notice any physical or psychological difficulties.
Figure 9. What psychological and physical difficulties have you experienced in connection
with the transition to online learning? (p.13)
Source: calculated by the authors based on the results of the survey.
Regarding students’ assessment of the quality of educational services, and in particular, the
level of theoretical knowledge and practical skills, it is important to note that despite the numerous
advantages of distance learning, the largest share of respondents expressed dissatisfaction. In par-
ticular, more than 40% of respondents assess the level of theoretical and practical training received
online as insufficient. At the same time, more than a third (36%) of the respondents believe that the
knowledge and skills they have acquired are sufficient to be applied in practice.
As is well known, the quality of the educational process largely depends on how effectively
communication is established between its participants, how promptly and constructively the teach-
ing staff responds to the audience’s requests. In this regard, it is important to note that the online
learning format somewhat complicates and slows down the process of receiving feedback. This
is confirmed by the distribution of answers to the question “Could you influence the amount of
educational material offered?”. Only 14% of respondents said that they did. Half of the surveyed
students said that they could only sometimes influence the amount of educational material. More
than 35% said they could not influence teachers to change the amount of material.
At the same time, it is important to note a certain loyalty of students to their teachers, as a
significant part of the surveyed respondents (47.6%) are generally satisfied with the amount of
feedback. At the same time, 28.2% of respondents believe that the feedback was not sufficient. A
significant proportion of the surveyed students are generally satisfied with the amount and quality
of the educational material presented. For example, 44% of respondents said that the educational
material, its volume and quality fully met their needs. A slightly smaller proportion of respondents
Lack of communication with classmates
Insufficient physical activity
Insufficient communication with the teacher
Increased irritability
Other
Depressive states
59.20%
50.30%
43.50%
33.70%
27.00%
8.70%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%
192 Makhsma, Kozlov, Marukhlenko, Zakharova, OsypenkoInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
(37%) said that the material met their needs only partially. Only 13% of students were dissatisfied
because they believe that the material did not meet their needs.
As part of the study, respondents were asked questions about the adequacy of online assess-
ment of their knowledge. Interestingly, the overwhelming majority of respondents noted that the
assessment criteria in the online mode differ from the traditional one. However, opinions differed
on whether they have become more complex or simplified. Thus, 26% of respondents believe that
online assessment criteria have become more complicated. 22% of the surveyed students noted
the simplification of assessment criteria. One third of respondents did not notice any changes in
the assessment criteria. About 20% of respondents could not answer this question. In general, the
largest share of respondents (46.5%) believes that online assessment of students’ knowledge is only
partially possible (Figure 10). Another 24.3% of respondents said that the online mode allows for
an adequate assessment of students’ knowledge. According to 23%, this mode of teaching does not
allow for adequate assessment of students’ knowledge.
Figure 10. In your opinion, is there sufficient teaching and methodological support
for the online educational process? (p.15).
Source: calculated by the authors based on the results of the survey.
The surveyed students are not fully satisfied with the educational and methodological support
of the online learning process. Almost half of the respondents said that it was only partially sufficient
(Figure 10). Another 12.7% of respondents rated the teaching and methodological support as insuf-
ficient, which indicates that there are certain problems in this area. At the same time, one third of
the respondents rated the teaching and learning support as sufficient.
Some problems in the areas of methodological support, promptness and quality of feedback,
and adequacy of assessment to some extent explain the fact that a significant part of respondents
(48%) believe that the online learning format allows to develop the necessary professional compe-
tencies only partially. About 20% of respondents are convinced that the online learning mode can-
not provide the required amount of competencies.
Modern Internet technologies open up new educational opportunities, but at the same
time, consumers of educational services realize that it is impossible to fully ensure the training
of a specialist using them alone. This was emphasized by 23% of respondents. More than 40%
of respondents believe that modern Internet technologies can only partially ensure the train-
12.70% 5.10%
36.50%
45.70%
Yes, it is enough
Not always sufficient
Often not enough
Not sufficient
(37%) said that the material met their needs only partially. Only 13% of students were dissatisfied
because they believe that the material did not meet their needs.
As part of the study, respondents were asked questions about the adequacy of online assess-
ment of their knowledge. Interestingly, the overwhelming majority of respondents noted that the
assessment criteria in the online mode differ from the traditional one. However, opinions differed
on whether they have become more complex or simplified. Thus, 26% of respondents believe that
online assessment criteria have become more complicated. 22% of the surveyed students noted
the simplification of assessment criteria. One third of respondents did not notice any changes in
the assessment criteria. About 20% of respondents could not answer this question. In general, the
largest share of respondents (46.5%) believes that online assessment of students’ knowledge is only
partially possible (Figure 10). Another 24.3% of respondents said that the online mode allows for
an adequate assessment of students’ knowledge. According to 23%, this mode of teaching does not
allow for adequate assessment of students’ knowledge.
Figure 10. In your opinion, is there sufficient teaching and methodological support
for the online educational process? (p.15).
Source: calculated by the authors based on the results of the survey.
The surveyed students are not fully satisfied with the educational and methodological support
of the online learning process. Almost half of the respondents said that it was only partially sufficient
(Figure 10). Another 12.7% of respondents rated the teaching and methodological support as insuf-
ficient, which indicates that there are certain problems in this area. At the same time, one third of
the respondents rated the teaching and learning support as sufficient.
Some problems in the areas of methodological support, promptness and quality of feedback,
and adequacy of assessment to some extent explain the fact that a significant part of respondents
(48%) believe that the online learning format allows to develop the necessary professional compe-
tencies only partially. About 20% of respondents are convinced that the online learning mode can-
not provide the required amount of competencies.
Modern Internet technologies open up new educational opportunities, but at the same
time, consumers of educational services realize that it is impossible to fully ensure the training
of a specialist using them alone. This was emphasized by 23% of respondents. More than 40%
of respondents believe that modern Internet technologies can only partially ensure the train-
12.70% 5.10%
36.50%
45.70%
Yes, it is enough
Not always sufficient
Often not enough
Not sufficient
Calidad de la educación en línea como componente para garantizar el empleo 193Vol. 15(1) enero-marzo 2025/ 182 - 195
ing of a specialist. However, some respondents believe that these technologies are sufficient to
train a competitive specialist in demand in the modern labor market.
The experience of implementing the educational process in an online format allowed to test in-
formation software platforms to some extent. In this regard, it is worth noting that publicly available
free services have proven to be quite good. Thus, almost 45% of the surveyed students rated them
as more effective and practical. One in five respondents spoke in favor of specially adapted online
platforms, as they consider them more effective.
Given the above survey results, it is obvious that the almost four-year practice of forced use of
online learning in higher education institutions has shown that this approach needs to be improved.
In our opinion, relevant measures to improve the effectiveness of online learning during quarantine
and post-quarantine restrictions, in the current conditions of martial law and post-war reconstruc-
tion should include:
• introduction and development of synchronous, asynchronous and blended learning forms
to ensure the safety of participants in the educational process and expand their access to edu-
cational services;
• application of flexible modes of study and rest for participants of the educational process
during the school year and day;
• development of information and communication infrastructure (ensuring quality Internet
coverage, providing participants of the educational process with modern computer equipment
with appropriate software);
• improving the content of disciplines to focus them on the formation of competencies de-
manded by the modern labor market;
• application of innovative methods and ways of teaching (in particular, wider use of material
visualization, introduction of gamification of the educational process, use of the project ap-
proach in teaching) (Makhsma, Chub, 2022);
• raising the professional qualification level of research and teaching staff in the field of in-
formation and communication technologies, training the teaching staff in new information
technologies, skills in working with online tools and digital learning platforms;
• establishing constructive communication between teachers and students through the use of
popular social media messengers to improve student feedback;
• monitoring the quality of educational services by conducting periodic surveys of students on
their satisfaction in order to identify shortcomings and make adjustments to the educational
process;
• observance of scientifically based work and rest regimes for all participants of the educatio-
nal process in the online format, prevention of 24/7 work for both academic staff and students;
• providing psychological support to all participants in the educational process, both students
and academic staff.
ing of a specialist. However, some respondents believe that these technologies are sufficient to
train a competitive specialist in demand in the modern labor market.
The experience of implementing the educational process in an online format allowed to test in-
formation software platforms to some extent. In this regard, it is worth noting that publicly available
free services have proven to be quite good. Thus, almost 45% of the surveyed students rated them
as more effective and practical. One in five respondents spoke in favor of specially adapted online
platforms, as they consider them more effective.
Given the above survey results, it is obvious that the almost four-year practice of forced use of
online learning in higher education institutions has shown that this approach needs to be improved.
In our opinion, relevant measures to improve the effectiveness of online learning during quarantine
and post-quarantine restrictions, in the current conditions of martial law and post-war reconstruc-
tion should include:
• introduction and development of synchronous, asynchronous and blended learning forms
to ensure the safety of participants in the educational process and expand their access to edu-
cational services;
• application of flexible modes of study and rest for participants of the educational process
during the school year and day;
• development of information and communication infrastructure (ensuring quality Internet
coverage, providing participants of the educational process with modern computer equipment
with appropriate software);
• improving the content of disciplines to focus them on the formation of competencies de-
manded by the modern labor market;
• application of innovative methods and ways of teaching (in particular, wider use of material
visualization, introduction of gamification of the educational process, use of the project ap-
proach in teaching) (Makhsma, Chub, 2022);
• raising the professional qualification level of research and teaching staff in the field of in-
formation and communication technologies, training the teaching staff in new information
technologies, skills in working with online tools and digital learning platforms;
• establishing constructive communication between teachers and students through the use of
popular social media messengers to improve student feedback;
• monitoring the quality of educational services by conducting periodic surveys of students on
their satisfaction in order to identify shortcomings and make adjustments to the educational
process;
• observance of scientifically based work and rest regimes for all participants of the educatio-
nal process in the online format, prevention of 24/7 work for both academic staff and students;
• providing psychological support to all participants in the educational process, both students
and academic staff.
194 Makhsma, Kozlov, Marukhlenko, Zakharova, OsypenkoInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
CONCLUSIONS
The survey of higher education applicants showed that online learning has become a firm
part of educational practice and will continue to be used in the educational process regardless of
quarantine restrictions and the security situation, as it allows to significantly diversify teaching
methods, expand and improve its content, make it more accessible and effective. At the same time,
the practice of its application has shown that the use of online learning requires its continuous im-
provement. Relevant measures in this context are: development of information and communication
technologies and infrastructure, raising the professional qualification level of academic staff in the
field of information and communication technologies and information literacy of students, regular
monitoring of the quality of educational services to identify and eliminate shortcomings, etc. The
implementation of these and other similar measures in the educational practice of higher education
institutions will ensure the continuity of the educational process, improve the quality and efficiency
of online learning, which will have a positive impact on the quality of the future workforce and
contribute to its effective employment.
BIBLIOGRAPHIC REFERENCES
• Gautam, P. (2020). Advantages and disadvantages of online learning. October 10. URL:
https://elearningindustry.com/advantages-and-disadvantages-online-learning.
• Gilbert, B. (2015). Online Learning Revealing the Benefits and Challenges. URL: https://
fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1304&context=education_ETD_masters/
• Hongsuchon, T., Emary, I., Hariguna, T., Qhal, E. (2022). Assessing the Impact of Online-
Learning Effectiveness and Benefits in Knowledge Management, the Antecedent of Online-
Learning Strategies and Motivations: An Empirical Study. Sustainability, 14(5), 2570; URL:
https://www.mdpi.com/2071-1050/14/5/2570.
• Khorunzhyi, S. (2021). Online education is a given: how to improve the quality of distance
learning. URL: https://life.pravda.com.ua/columns/2021/02/18/243971
• Klopov, I., Shapurov, O., Voronkova, V., Nikitenko, V., Oleksenko, R., Khavina, I., Che-
bakova, Y. (2023). Digital Transformation of Education Based on Artificial Intelligence. TEM
Journal, 12(4), 2625.
• Kolot, A. (2021). Social and Labor Reality-XXI: Philosophy of Formation, Opportunities and
Challenges. Economy of Ukraine. № 2(711). 3-31.
• Law, T. (2021.) Оnline learning: everything you need to know in 2021. 2 Feb. 2021. URL:
https://www.oberlo.com/blog/online-teaching.
• Makhsma, M., Chub, O. (2022). European experience in promoting youth employment.
Economy and society, № 40. URL: https://economyandsociety.in.ua/index.php/journal/article/
view/1492
• Obran, C. (2020). Constraints and Consequences of Online Teaching. Sustainability, 12(17).
URL: https://www.mdpi.com/2071-1050/12/17/6982.
• Oleksenko, R.; Molodychenko, V., Shcherbakova, N. (2018). Neoliberalism in Higher Edu-
cation as a Challenge for Future Civilization. Philosophy and Cosmology, 20, 113–119. DOI:
http://doi.org/10.29202/phil-cosm/20/10
CONCLUSIONS
The survey of higher education applicants showed that online learning has become a firm
part of educational practice and will continue to be used in the educational process regardless of
quarantine restrictions and the security situation, as it allows to significantly diversify teaching
methods, expand and improve its content, make it more accessible and effective. At the same time,
the practice of its application has shown that the use of online learning requires its continuous im-
provement. Relevant measures in this context are: development of information and communication
technologies and infrastructure, raising the professional qualification level of academic staff in the
field of information and communication technologies and information literacy of students, regular
monitoring of the quality of educational services to identify and eliminate shortcomings, etc. The
implementation of these and other similar measures in the educational practice of higher education
institutions will ensure the continuity of the educational process, improve the quality and efficiency
of online learning, which will have a positive impact on the quality of the future workforce and
contribute to its effective employment.
BIBLIOGRAPHIC REFERENCES
• Gautam, P. (2020). Advantages and disadvantages of online learning. October 10. URL:
https://elearningindustry.com/advantages-and-disadvantages-online-learning.
• Gilbert, B. (2015). Online Learning Revealing the Benefits and Challenges. URL: https://
fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1304&context=education_ETD_masters/
• Hongsuchon, T., Emary, I., Hariguna, T., Qhal, E. (2022). Assessing the Impact of Online-
Learning Effectiveness and Benefits in Knowledge Management, the Antecedent of Online-
Learning Strategies and Motivations: An Empirical Study. Sustainability, 14(5), 2570; URL:
https://www.mdpi.com/2071-1050/14/5/2570.
• Khorunzhyi, S. (2021). Online education is a given: how to improve the quality of distance
learning. URL: https://life.pravda.com.ua/columns/2021/02/18/243971
• Klopov, I., Shapurov, O., Voronkova, V., Nikitenko, V., Oleksenko, R., Khavina, I., Che-
bakova, Y. (2023). Digital Transformation of Education Based on Artificial Intelligence. TEM
Journal, 12(4), 2625.
• Kolot, A. (2021). Social and Labor Reality-XXI: Philosophy of Formation, Opportunities and
Challenges. Economy of Ukraine. № 2(711). 3-31.
• Law, T. (2021.) Оnline learning: everything you need to know in 2021. 2 Feb. 2021. URL:
https://www.oberlo.com/blog/online-teaching.
• Makhsma, M., Chub, O. (2022). European experience in promoting youth employment.
Economy and society, № 40. URL: https://economyandsociety.in.ua/index.php/journal/article/
view/1492
• Obran, C. (2020). Constraints and Consequences of Online Teaching. Sustainability, 12(17).
URL: https://www.mdpi.com/2071-1050/12/17/6982.
• Oleksenko, R.; Molodychenko, V., Shcherbakova, N. (2018). Neoliberalism in Higher Edu-
cation as a Challenge for Future Civilization. Philosophy and Cosmology, 20, 113–119. DOI:
http://doi.org/10.29202/phil-cosm/20/10
Calidad de la educación en línea como componente para garantizar el empleo 195Vol. 15(1) enero-marzo 2025/ 182 - 195
• Oleksenko, K., Khavina, I. (2021). Essence and structure of the readiness of future primary
school teachers to design the learning environment. Revista de la Universidad del Zulia, 12(34),
398-409.
• Oleksenko, K., Kryvylova, O., Kotelianets, N., Kotelianets, Y., Moskalyk, H., Stanichenko, O.
(2023). Design of an Educational Environment for Primary School Students in War Condi-
tions. Revista de la Universidad del Zulia, 14(41), 487-495.
• Poharska, O. Economy of Ukraine in the conditions of war. URL:https://bank.gov.ua/ad-
min_uploads/article/Poharska_pr_01-02.06.2023.pdf?v=4.
• Radchuk, O. (2021). The academic year online: about the consequences of changes in educa-
tion during the quarantine period. URL: https://www.slovoidilo.ua/2021/01/15/kolonka/ale-
ksandr-radchuk/suspilstvo/navchalnyj-rik-onlajni-pro-naslidky-zmin-osviti-period-karantynu
• Stetsyk, V. Why the pandemic has improved the quality of business education. URL: https://chas.
news/current/chomu-pandemiya-pidvischila-yakist-biznes-osviti?utm_source=KSE%20
Newsletter&utm_campaign=4b3d59ae62-EMAIL_CAMPAIG
• Tareen, H., Haand, M. T. (2020). A case study of UiTM post-graduate students’ perceptions
on online learning: Benefits & challenges. International Journal of Advanced Research and Pu-
blications, 4(6), 86-94.
• Ting Wang, Chien-Liang Lin, Yu-Sheng Su (2021). Continuance Intention of University Stu-
dents and Online Learning during the COVID-19 Pandemic: A Modified Expectation Con-
firmation Model Perspective. Sustainability, 13(8), 4586 URL: https://www.mdpi.com/2071-
1050/13/8/4586.
• Voronkova, V., Nikitenko, V., Oleksenko, R., Andriukaitiene, R., Kharchenko, J., Kliuienko,
E. (2023). Digital technology evolution of the industrial revolution from 4g to 5g in the con-
text of the challenges of digital globalization. TEM Journal., 12(2), 732-742.
• Xhaferi B., Xhaferi, D. (2020). Online learning benefits and challenges during the COVID
19 - pandemic- students’ perspective from SEEU. SEEU Review. Vol. 15. Issue 1. URL:https://
d1wqtxts1xzle7.cloudfront.net/71582418/seeur-2020-0006-with-cover-page-v2.pdf
• Oleksenko, K., Khavina, I. (2021). Essence and structure of the readiness of future primary
school teachers to design the learning environment. Revista de la Universidad del Zulia, 12(34),
398-409.
• Oleksenko, K., Kryvylova, O., Kotelianets, N., Kotelianets, Y., Moskalyk, H., Stanichenko, O.
(2023). Design of an Educational Environment for Primary School Students in War Condi-
tions. Revista de la Universidad del Zulia, 14(41), 487-495.
• Poharska, O. Economy of Ukraine in the conditions of war. URL:https://bank.gov.ua/ad-
min_uploads/article/Poharska_pr_01-02.06.2023.pdf?v=4.
• Radchuk, O. (2021). The academic year online: about the consequences of changes in educa-
tion during the quarantine period. URL: https://www.slovoidilo.ua/2021/01/15/kolonka/ale-
ksandr-radchuk/suspilstvo/navchalnyj-rik-onlajni-pro-naslidky-zmin-osviti-period-karantynu
• Stetsyk, V. Why the pandemic has improved the quality of business education. URL: https://chas.
news/current/chomu-pandemiya-pidvischila-yakist-biznes-osviti?utm_source=KSE%20
Newsletter&utm_campaign=4b3d59ae62-EMAIL_CAMPAIG
• Tareen, H., Haand, M. T. (2020). A case study of UiTM post-graduate students’ perceptions
on online learning: Benefits & challenges. International Journal of Advanced Research and Pu-
blications, 4(6), 86-94.
• Ting Wang, Chien-Liang Lin, Yu-Sheng Su (2021). Continuance Intention of University Stu-
dents and Online Learning during the COVID-19 Pandemic: A Modified Expectation Con-
firmation Model Perspective. Sustainability, 13(8), 4586 URL: https://www.mdpi.com/2071-
1050/13/8/4586.
• Voronkova, V., Nikitenko, V., Oleksenko, R., Andriukaitiene, R., Kharchenko, J., Kliuienko,
E. (2023). Digital technology evolution of the industrial revolution from 4g to 5g in the con-
text of the challenges of digital globalization. TEM Journal., 12(2), 732-742.
• Xhaferi B., Xhaferi, D. (2020). Online learning benefits and challenges during the COVID
19 - pandemic- students’ perspective from SEEU. SEEU Review. Vol. 15. Issue 1. URL:https://
d1wqtxts1xzle7.cloudfront.net/71582418/seeur-2020-0006-with-cover-page-v2.pdf