A comparison of graduate university perspectives of online versus face-to-face during the pandemic

Abstract

Purpose This study aims to compare graduate student perspectives of online versus face-to-face (FTF) education during the pandemic at two different universities. One university, the “International University”, was physically located in Korea but served an international base of students, and the other was a Jesuit, Catholic University in the USA. Design/methodology/approach An online Qualtrics survey was used to gather student perceptions on a five-point Likert scale on individual and program factors. Chi-square analysis using the contingency coefficient as the nominal value was performed to uncover significant differences. Findings Significant differences between the two groups existed on motivation, discipline, self-directed, independence, cost investment, preference, happiness, difficulty, student-to-student interaction and student-to-instructor interaction. This research has implications for instructors and administrators in identifying shortcomings and highlighting the uniqueness of different practices around the world. Originality/value Previous studies on student perceptions have been performed. However, this study is original in the fact that it directly compares two different graduate student populations perspectives of online versus FTF during the pandemic.

Cultivating connectedness and elevating educational experiences for international students in blended learning: reflections from the pandemic era and key takeaways

“…Falloon (2011) highlighted that students often hesitate to speak up, fearing embarrassment or insufficient time for thoughtful responses. Therefore, instructors should actively demonstrate their support to motivate students and enhance their learning experiences, especially for international students who prioritize face-to-face interactions over online interactions for substantive engagement with peers and instructors (Fish et al , 2023). To establish an effective virtual learning environment, instructors should communicate to students the importance of selecting a location with minimum distractions (Anderson, 2020).…”

International Students’ Perceptions towards Their Learning Experience in an International Network Seminar in Japan: During and Post the COVID-19 Pandemic

“…We recommend follow-up studies supplementing the comparative summary descriptive statistics with pre-post difference testing (e.g., MANOVA, paired-samples t-test) and factor analysis to confirm the clusters of interrelated survey questions. More broadly research is also needed to determine if the results are applicable to other students populations and cultures around the world [17].…”

“…The effects of students shifting from a completely online learning environment during the pandemic to a mix of online and offline teaching modes during [17] and post-pandemic are unclear. Initial reports suggest that students have changed, but it is uncertain as to why.…”

“…In addition, the critical challenges and factors that influenced the e-learning system during the COVID-19 pandemic are related to the following categories: technological factors, e-learning system quality factors, cultural aspects, self-efficacy factors and trust factors [27]. Fish, Snodgrass and Kim point out in their study in South Korea and the US, based on a comparison of graduate students' perspectives of online versus face-to-face program characteristics during the pandemic, that the preferences of students with collectivist and individualistic cultures remain to be understood [17].…”