<abstract xmlns="http://www.w3.org/1999/xhtml">

<bold>Background:</bold> The ongoing information and technological revolution, as well as the Covid-19 pandemic, accelerated the use of e-learning worldwide.
<bold>Objectives:</bold> This article aims to present the results of our empirical research among students of economics and business from Central and Eastern Europe on the advantages and disadvantages of e-learning.
<bold>Methods/Approach:</bold> The article uses a survey, and the research sample included 1647 respondents (students of economics and business) from universities in three countries: Croatia, Poland, and Serbia. We used the multivariate comparative analysis (factor analysis and principal components analysis) by applying Statistica computer software.
<bold>Results:</bold> The assessment of individual forms of e-learning in the three countries is similar. In e-learning, investigated students appreciated, first of all, the time-saving. At the same time, it is difficult to concentrate and harder to develop the interpersonal skills needed to work in a real environment.
<bold>Conclusions:</bold> E-learning seems to be a vital instrument complementing traditional learning, as the respondents declared. However, it should not replace traditional face-to-face education; it should only support it.
</abstract>

Background: The ongoing information and technological revolution, as well as the Covid-19 pandemic, accelerated the use of e-learning worldwide.
Objectives: This article aims to present the results of our empirical research among students of economics and business from Central and Eastern Europe on the advantages and disadvantages of e-learning.
Methods/Approach: The article uses a survey, and the research sample included 1647 respondents (students of economics and business) from universities in three countries: Croatia, Poland, and Serbia. We used the multivariate comparative analysis (factor analysis and principal components analysis) by applying Statistica computer software.
Results: The assessment of individual forms of e-learning in the three countries is similar. In e-learning, investigated students appreciated, first of all, the time-saving. At the same time, it is difficult to concentrate and harder to develop the interpersonal skills needed to work in a real environment.
Conclusions: E-learning seems to be a vital instrument complementing traditional learning, as the respondents declared. However, it should not replace traditional face-to-face education; it should only support it.

Pros and Cons of e-Learning in Economics and Business in Central and Eastern Europe: Cross-country Empirical Investigation

Business Systems Research Journal

This work is licensed under the Creative Commons Attribution 4.0 International License.

Background: The ongoing information and technological revolution, as well as the Covid-19 pandemic, accelerated the use of e-learning worldwide.
Objectives:...

Pros and Cons of e-Learning in Economics and Business in Central and Eastern Europe: Cross-country Empirical Investigation

Data publikacji: 23 lis 2022

Zakres stron: 28 - 44

Otrzymano: 15 mar 2022

Przyjęty: 30 sie 2022

DOI: https://doi.org/10.2478/bsrj-2022-0014

Słowa kluczowe
e-learning, distance learning, factor analysis, Croatia, Poland, Serbia

© 2022 Agnieszka Głodowska et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Pros and Cons of e-Learning in Economics and Business in Central and Eastern Europe: Cross-country Empirical Investigation

Data publikacji: 23 lis 2022

Zakres stron: 28 - 44

Otrzymano: 15 mar 2022

Przyjęty: 30 sie 2022

DOI: https://doi.org/10.2478/bsrj-2022-0014

Słowa kluczowee-learning, distance learning, factor analysis, Croatia, Poland, Serbia

© 2022 Agnieszka Głodowska et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Słowa kluczowe
e-learning, distance learning, factor analysis, Croatia, Poland, Serbia