Anastasija Aļeksejeva, Mihails Zaščerinskis, Jeļena Zaščerinska, Julija Melnikova, Natalia Andreeva


Webinars have become an indispensable tool in higher education. However, students’ opinion on webinars in higher education has not been analyzed. The aim of the present contribution is to analyze students‘ opinion on webinars in higher education underpinning elaboration of a hypothesis on educators’ contribution to the use of webinars in higher education. The meaning of the key concepts of webinar and opinion is studied. Moreover, the study shows how the steps of the process are related: identifying webinars → defining students’ opinion → empirical study within multicultural environments → conclusions. The empirical study was carried out in September 2015. The sample included 19 students from Klaipeda University, Klaipeda, Lithuania. The study results demonstrate that the students’ opinions on webinars in higher education are homogeneous. A hypothesis on educators’ contribution to the use of webinars in higher education is elaborated. Directions of further research are proposed.


Webinars; higher education; students’ opinion; competence; experience

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