Svetlana Nesyna


This article focuses on the problem of students' individuality developing as an important part of human individuality in the process of distance and online education during Covid-19 Pandemic. The theoretical basis is O. Grebenyuk’s individuality concept. In it, the individuality is defined as the unity of seven spheres, including intellectual, motivational, emotional, volitional, practical and subject-oriented, self-regulative and existential ones which are characterized the originality and uniqueness of a person. Positive students' individuality developing affects success of higher education and professional activity in medicine. This study adresses three key issues. First, it looks at the problem of students' individuality developing in the process of distance and online education during Covid-19 Pandemic. Second, it turns to examine dynamics of students' individuality spheres and components during one semester of professional training at the university. Finally, the paper considers gender differences in dynamics of students' individuality. The data for this study were collected using the questionnaire “The Technique of Student’s Individuality” by T. Grebenyuk. Eighty-five students were recruited for this research. The participants study at Immanuel Kant Baltic Federal University, they are future health professionals. The results suggest that in the process of distance and on-line education during Covid-19 Pandemic, positive dynamics in the development of all individuality spheres of medical students is revealed, especially in the motivational and intellectual spheres. The dynamics of all individuality spheres have differences in the male group of medical students except the existential sphere. But this problem needs deeper research.



individuality, individuality spheres, higher education, medical students

Full Text:



Almazova, N., Krylova, E., Rubtsova, A. and Odinokaya, M. (2020). Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective. Education Science,. 10, 368. DOI: 10.3390/educsci10120368

Amaka, I.H., Goeman, K. (2017). Selecting Media for Effective Learning in Online and Blended Courses: A Review Study. Journal of Educational Multimedia and Hypermedia, 26 (1), 29-59.

Bahcekapili, E.,; Karaman, S. (2020). A path analysis of five-factor personality traits, self- efficacy, academic locus of control and academic achievement among online students. Knowledge management & E-learning – An Internetional Journal, 12(2), 191-208.

Bin, Y. & Cheng, H. (2021). Turn crisis into opportunity in response to COVID-19: experience from a Chinese University and future prospects. Studies in Higher Education, 46(1), 121-132. DOI: 10.1080/03075079.2020.1859687

Blundell, G.E., Castaneda D.E., Lee J. (2020). A Multi-Institutional Study of Factors Influencing Faculty Satisfaction with Online Teaching and Learning. Online Learning, 24(4), 229-253. DOI: 10.24059/olj.v24i4.2175

Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education. 33, 24–32.

Chen, C.H., Wu, I.C. (2012). The interplay between cognitive and motivational variables in a

supportive online learning system for secondary physical education. Computers & Education. 58(1), 542–550.

Dash, N.R., Guraya, S.Y., Al B., Mohammad T. (2020). Preferred teaching styles of medical faculty: an international multi-center study. BMC Medical Education, 20(1), 480. DOI:

Glazer, H.R., Murphy, J.A. (2015). Optimizing success: A model for persistence in online

education. American Journal of Distance Education. 29(2), 135–144.

Grebenyuk, T.B. (2017). Formirovanie individual'nosti studenta- budushchego pedagoga. Berlin: Lap Lambert Academic Publishing.

Grebenyuk, O.S., & Grebenyuk, T.B. (2019) Pedagogika individual'nosti. Moskva, YUrajt.

Harold, I.M. & Petra, A.R. (2020). The New Norm: Faculty Perceptions of Condensed Online Learning. American Journal of Distance Education. DOI: 10.1080/08923647.2020.1847626

Henry, M. (2020). Online Student Expectations: A Multifaceted, Student-centred Understanding of Online Education. Student Success Volume, 11(2), 91-98. DOI:

Kim, C., Park, S.W., Cozart, J. (2014). Affective and motivational factors of learning in online mathematics courses. British Journal of Educational Technology, 45(1), 171–185.

Köseoglu, Y. (2016). To What Extent Can the Big Five and Learning Styles Predict Academic Achievement. Journal of Education and Practice, 7(30), 43–51.

Leon, F.R., Morales, O., Vertiz H. (2017). Personality traits that differentiate attendants of higher-education online courses. Journal of E-learning and knowledge society. 13(2), 141-148. DOI: 10.20368/1971-8829/1331

Li, L.Y., Tsai C.C. (2017). Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance. Computers & Education, 114, 286–297.

Martin, F., Sun, T., Westine, C.D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computer s& Education, Dec., 159. DOI: 10.1016/j.compedu.2020.104009

Nesyna, S. (2020) Dynamics of existential sphere of students’ individuality in the process of professional pedagogical education. Yaroslavl pedagogical bulletin, 5, 46-52. DOI: 10.20323/1813-145X-2020-5-116-46-52

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387.

Shtykhno, D.A., Konstantinova, L.V., Gagiev, N.N. (2020). Transition of Universities to Distance Mode During the Pandemic: Problems and Possible Risks. Open Education, 24(5), 72-81. (In Russ.). DOI:

Simone, E. (2021). Higher education and its post-coronial future: utopian hopes and dystopian fears at Cambridge University during Covid-19. Studies in Higher Education, 46(1), 146-157. DOI: 10.1080/03075079.2020.1859681

Stephenson, C.R., Bonnes, S.L., Sawatsky, A.P., Richards, L.W., Schleck, C.D., Mandrekar, T.J., Beckman, T.J, Wittich, C.M. (2020). The relationship between learner engagement and teaching effectiveness: a novel assessment of student engagement in continuing medical education. BMC Medical Education, 20, 403. DOI:

Sudarshan, M., Tarak, N.S., Nabanita, S. (2020). Panoramic view of digital education in COVID-19: A new explored avenue. Review of Education. DOI:

Van, Wart M., Ni, A., Medina, P., Canelon, J., Kordrostami, M., Zhang, J. and Liu, Y. (2020). Integrating students’ perspectives about online learning: a hierarchy of factors. International Journal of Educational Technology in Higher Education, 17, 53 DOI:

Zhehan, J., Hongbin, W., Huaqin, C., Weimin, W., A’Na, X. & Sarah, R.F. (2021). Twelve tips for teaching medical students online under COVID-19. Medical Education Online, 26, 1, 1854066. DOI: 10.1080/10872981.2020.1854066



  • There are currently no refbacks.