The online teaching accelerated at an unprecedented pace in the wake of the physical closure of educational institutions in the United Kingdom on 23 March 2020 due to the COVID-19 crisis. This study is based on a survey of mature undergraduate students in private higher education institutes in the South of England and their experience with online teaching during the COVID-19. The questionnaire was sent out to mature undergraduate students studying in three private higher education institutes, and we received 225 responses. A quantitative approach was used to analyse the results. Majority of students 95% were using online teaching for the first time, and they were novice with the online teaching software (Zoom and Microsoft Teams, etc.). They were provided with training for online teaching, especially how to use the software, and they were satisfied with the training. The study also identified challenges students faced during the online teaching such as weak Internet connection, old devices (computer and laptop etc.) low level of digital competency especially among older students, lack of technical support from the institute and stressful transition period. The final findings from the study indicated that the quick decision of switching to online teaching was right, and the majority of students found online teaching excited. Consequently, the majority of students wanted to continue online teaching after the COVID-19 because it provides ease and convenience, no travelling time & cost, freedom and autonomy. The online teaching training for students could be made more effective, and private higher education institutions could also address challenges such as weak Internet connection and old devices (computer, laptop, etc.). <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0724/a.php" alt="Hit counter" /></p>

Over the past decade, online social networks (OSN) have become ingrained in our daily lives. They have changed the way young people live and become one of the most important means of communication and entertainment. The use of social media by teens and young adults is on the rise. Higher education institutions recognise the value of social media as a tool of communication to provide information to target students and use its platforms to advertise their programmes to prospective students. Students also use Social Media and Facebook to access and analyse information to make informed study decisions. The current study examines how social media in general, and Facebook in particular, influences students' choice of study programme and Higher Education Institute (HEI). Quantitative research methods were employed as being most appropriate for this particular study. A total of 170 students from Oxford Business College (OBC), U.K., participated voluntarily in the survey; sixty-three (63) male and one hundred and seven (107) female students. All students completed a survey questionnaire based on four sections (A, B, C and D) comprising fifteen questions primarily based on the Likert scale. Simple descriptive statistics and SPSS were used to identify and analyse the factors students considered most important (influential) in their (the students’) choice of programme of study and HEI. The most popular social media site was Facebook, followed by Instagram. In regards to influence, Facebook seems to be more influential than other social media sites. It is also obvious that Facebook has been used as a marketing tool by the majority of HEIs. We do not make any claims regarding the generalisability of our study’s findings because of the small sample size and convenience sampling used in the study. However, the results generally support what is already known about the most popular social media site - Facebook - as having a positive influence on students’ choice of programme and Higher Education Institute. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0892/a.php" alt="Hit counter" /></p>