Undergraduate Students' Perceptions of Virtual Teaching


  • Pinelopi Krystalli Department of Linguistics and Language Didactics, Aristotle University of Thessaloniki, Thessaliniki, Greece


virtual teaching, virtual classroom, students’ perceptions, distance education


Following the first Covid-19 cases in Greece, the Ministry of Education decided to close all educational institutions on 10 March 2020. On 12 March, the Chancellor of Aristotle University of Thessaloniki, where the author currently teaches, urged the academic community to create virtual classrooms and begin distance learning. The purpose of this contribution is to investigate undergraduate students’ perceptions of virtual classrooms and distance learning. To this end, a qualitative research was conducted, including 50, third year undergraduate students of the Department of French Language and Literature. Students’ perceptions, were investigated through a mini-interview. Responses were recorded, transcribed and categorised according to specific criteria. Students compared in-person and distance lessons, referred to the pros and cons of both types of teaching to support their arguments focusing on the content of the lecture or seminar, the type of activities as well as the lecturers’ ability to use technology. Finally, in this paper a section of lessons learned from the teacher’s point of view are included.


Bonk, C., Wisher, R., & Lee, J. (2004). Moderating Learner-Centered E-Learning: Problems and Solutions, Benefits and Implications in Tim S. Roberts Online Collaborative Learning: Theory and Practice, European Commission,

Dhawan, S. (2020) Online Learning: A Panacea in the Time of COVID-19 Crisis, Journal of Educational Technology Systems, 1-18.

DIEMER, A. (2012) Formation de formateurs dans le milieu de l’entreprise, des collectivités et des services : Comment concilier projet pédagogique et offre de formation à distance dans l’espace francophone?, IN T. Karsenti, R. P Garry, A., Benziane, B.B., Ngoy-Fiama & F. Baudot (Eds), La formation de formateurs et d’enseignants à l’ère du numérique : stratégies politiques et accompagnement pédagogique, du présentiel à l’enseignement à distance. Montréal : Réseau international francophone des établissements de formation de formateurs (RIFEFF) / Agence universitaire de la Francophonie (AUF).

Hartnett, M., St. George, A., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent. The International Review of Research in Open and Distributed Learning, 12(6), 20-38. https://doi.org/10.19173/irrodl.v12i6.1030

Horton, K.W. (2006). E-Learning by Design. San Francisco, CA: Pfeiffer.

Hurd, S. (2006). Towards a better understanding of the dynamic role of the distance language learner: learner perceptions of personality, motivation, roles, and approaches. Distance Education, 27(3), pp. 303–329.

International Baccalaureate Organization (2020), Online learning, teaching and education continuity planning for schools, [Online] Available: https://www.ibo.org/globalassets/news-assets/coronavirus/online-learning-continuity-planning-en.pdf.

Jézégou, A. (2010). Créer de la présence à distance en e-learning: Cadre théorique, définition, et dimensions clés. Distances et savoirs, vol. 8(2), 257-274.

Lo Presti, M. V. (2020). Second Language Distance Learning: The Issue of Language Certification in the Time of COVID-19. European Journal of Education, [S.l.]v. 3, n. 2, pp. 89-102.

Yang, Z., & Liu, Q. (2007). Research and development of web-based virtual on-line classroom. Computers & Education, 48, 171–184.




How to Cite

Krystalli, P. (2023). Undergraduate Students’ Perceptions of Virtual Teaching. European Journal of Education, 6(2), 43–54. Retrieved from https://revistia.org/index.php/ejed/article/view/6111