Students’ Perceptions of Distance Learning: A Qualitative Analysis of Open-Ended Responses

Abstract

This contribution presents the results of a qualitative analysis of open-ended responses collected through a questionnaire investigating students’ perceptions of distance learning. The analysis focused on three key areas: perceived positive aspects, negative elements, and features students would like preserved in the future. Through inductive coding, the study identified recurring themes that highlight the ambivalent nature of distance learning experiences. Positive aspects include flexibility, improved time management, and greater accessibility of digital resources. Negative elements relate primarily to reduced social interaction, lower engagement, and difficulties in maintaining motivation and concentration. The responses also reveal students’ desire to retain practices developed during the Covid-19 emergency, such as recorded lessons, digital materials, and hybrid configurations that support personalised learning rhythms. The findings offer a nuanced understanding of how students interpret the affordances and constraints of distance learning and provide useful insights for designing future hybrid and technology-enhanced learning environments.