How Students Perceive their University's online Learning Policy During the COVID-19 Pandemic: Comparative Analysis of the University of Turin and HSE

The year 2020 has become a serious test for the world community and world politics due to the devastating consequences of the pandemic. The rapid spread of this virus has become a problem not only for the health systems of many countries, but also has had a significant impact on tourism, the economy and education. To combat this virus, almost all countries of the world have chosen to introduce restrictive measures and isolation policies. Moreover, one of the most important restrictive measures was the transfer of preschool, school, and higher education to online learning. Many countries have issued guidelines for continuing education in the context of the pandemic, which were aimed at ensuring the transition of universities to an online format. Universities have also made their decisions on online education policies to prevent the spread of the virus during a pandemic, based on the recommendations and decision of the university administration. In this sense, it was important for universities to develop an educational policy during the pandemic aimed at ensuring continuous learning, that is, to provide for measures to continue academic activities, preserve the rights of students to education and maintain the quality of education. In our study, we examine students ' perception of online education policy during the pandemic, using the example of two universities in Italy and Russia-the Higher School of Economics and the University of Turin. The methods of data collection were interviews and online surveys, and the analysis method was qualitative content analysis. Comparative characteristics of the perception of steel: 1. Distance learning technologies used in online learning. 2. Communication between teachers and students. 3. Control forms and exams online. 4. Student activity.