Biology Students' Attitudes and Perceptions of the Online Learning Process During the COVID-19 Isolation Period

Abstract

The COVID-19 pandemic significantly disrupted higher education, necessitating a rapid shift to online learning. This study examines the attitudes and perceptions of biology students at the Faculty of Natural Sciences and Mathematics, University of Sarajevo, regarding online education during the pandemic. A survey was conducted among third- and fourth-year undergraduate students and master's students to assess their experiences with digital learning platforms, professor-student interaction, assessment methods, and the impact on their well-being.

Results indicate that while students acknowledged the necessity of online education, the majority expressed a preference for traditional, face-to-face learning. Online learning was perceived as less effective, particularly in terms of engagement, interaction, and knowledge assessment reliability. A significant portion of students reported increased stress levels due to excessive screen time, technical difficulties, and the lack of direct communication. Furthermore, many students felt inadequately prepared for professional work due to the absence of practical, hands-on experience.

Despite these challenges, the study highlights the role of digital platforms in sustaining education during the crisis and the need for further improvement in online teaching methodologies. The findings suggest that a blended learning approach, integrating both digital and in-person elements, could enhance the effectiveness and accessibility of education in the post-pandemic era.