![]() ![]() They allowed the respondents to freely express their own opinion regarding the aspects of online education that they would like to encounter in the face-to-face education. As for the open-ended questions, since not many studies have been conducted on the benefits of online education after the pandemic nor on this category of population, the research team opted for this type of question that could provide the researchers with tools and results to achieve the proposed objectives. The closed-ended ones are scale-type with measurement intervals of five steps and focus on comparing face-to-face to online education and the adjustment of students to going back to face-to-face education. ![]() The questionnaire comprised nine questions (four closed-ended and five open-ended questions). Positive as well as negative feedback has been received from them regarding the transition to online classes during the pandemic as far as online learning, teaching, assessment, and interaction are concerned. Nevertheless, it seems that the previous experience as a distance learning student, already having taken online classes, made a positive difference in the way the students perceived the emergency transition to online classes. Therefore, even though this type of education was not a new phenomenon, having been implemented in the last two decades with continuous improvements for students and teachers alike, the outbreak of the pandemic and the forced transition to full online learning and teaching activities still shocked and felt challenging and difficult for all the educational parties involved. Online education (the term that will be used in this article, as it encompasses all the aspects discussed below, i.e., learning, teaching, assessment, and interaction) was thus a beneficial way through which universities managed to attract students, who were either in faraway locations or who had a full-time job, helping them to work and learn at the same time and saving on campus costs. That is why the present study focuses on this topic, intending to bring novelty to the field of education in all its aspects, namely learning, teaching, assessment, and interaction, and points out practical suggestions to improve them. Students’ experiences and beliefs on these issues may be of help to reconsider education after the COVID-19 pandemic and sketch a new sustainable model. However, no study has been carried out yet on the future of education and on how technology and other aspects of online learning considered useful will influence and, even more, be present, in the face-to-face education post-pandemically. Romanian research has also followed the trend and issues, such as students’ feelings about online learning, and the advantages and disadvantages of online learning over face-to-face learning, the types of platforms used in the online education process, and students’ behaviors during online classes have been investigated. These findings identify practical suggestions that lead to a balance between face-to-face and digital education, probably under the form of blended learning, which could be considered by the main stakeholders in order to have a future sustainable education. The results indicate the targeted students’ several preferences, such as teachers’ support with electronic educational resources, the use of online educational platforms to access resources and take tests, the easier and individualized communication with teachers, as well as peer connectivity in common projects. A survey was used on a representative sample of students from Politehnica University of Timisoara, Romania, who were required to indicate their preferred form of education and the most beneficial one for their professional development. ![]() Within this context of change, the present research focuses on identifying the students’ preferred aspects of online education during the pandemic, namely learning, teaching, assessment, and interaction with peers and teachers, in order to improve face-to-face education by contextually adapting it to their needs. Beyond his, attention needs to be paid to the transition back to face-to-face learning and its implications. The COVID-19 pandemic has left a mark on education as it had been known before. ![]()
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