Learner Experiences Related to Digital Education Schedules in Light of Empirical Data

In this work, I briefly introduce the theoretical foundations and main aspects of electronic learning, in order to explore and evaluate the instruction schemes implemented as a result of the digital transformation. I base my findings on the analysis of a questionnaire-based survey administered to a sample of students. My research aims at examining the efficiency of the implementation of digital instruction and the accompanying challenges at various levels of the education sphere. I was interested in students’ Information and Communications Technology (ICT) preferences and usage habits and whether or not they possess vital digital competences in their own view. The digitally scheduled education programs introduced in response to the COVID-19 pandemic could not fully reach a level required for effective learning according to research findings. The responses revealed that several schools did not implement uniform systems, the educational materials were not suitable for independent learning, the given materials did not have a modular structure, the respective texts did not reflect a system oriented perspective, and it was proven that neither students nor teachers possessed digital literacy skills considered to be currently vital. The most important result of this statistical analysis entails that those students were more successful in the digital home-based education, who spent more time with Information and Communications Technology (ICT) use, regularly played with or used experience-oriented software and relied on smart devices for most of their studies. © 2021, Budapest Tech Polytechnical Institution. All rights reserved.