A double-edged sword: Teachers’ perceptions of the benefits and challenges of online teaching and learning in higher education

Abstract

Due to the impact of the recent pandemic, the teaching and learning experience worldwide was marked by a wave of emergency digitalization. The sudden need to transition to online teaching and learning (OTL) has forced Higher Education actors to adapt quickly without proper planning. This study examines teachers' perceptions of the benefits and challenges posed by OTL during the pandemic in Higher Education. Data were collected from 636 teachers from 54 different countries using an internationally distributed online survey, and responses were coded using thematic analysis. While the main benefits perceived by teachers relate to flexibility (in tasks execution), accessibility, pedagogical innovation, and self-regulation, key challenges emerge in domains such as engagement, interaction, infrastructure/ technical support, assessment and pedagogical practice. Our results further suggest a phenomenon that we describe as a "double-edged sword" with elements of OTL being perceived both as a benefit and a challenge. Results and implications for OTL and future blended practices in Higher Education are discussed.

Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines

“…Furthermore, this positive attitude toward online learning among teachers aligns with the observations of [ 109 ], who noted the various benefits it offers, including enhanced flexibility in task execution, improved accessibility, pedagogical innovation, and opportunities for self-regulated learning. However, despite these advantages, online teaching is not without challenges; it includes issues related to student engagement, interaction, infrastructure, and technical support; assessment; and pedagogical practices, as highlighted by Ref.…”

“…However, despite these advantages, online teaching is not without challenges; it includes issues related to student engagement, interaction, infrastructure, and technical support; assessment; and pedagogical practices, as highlighted by Ref. [ 109 ]. These challenges can potentially affect teachers' attitudes toward online teaching and, in some cases, may lead to more negative perceptions.…”

The Algorithm for Assessing the Effects of Distance Education in General Education on Students’ Academic Results

“…Distance education can become an effective educational model on the condition that the appropriate infrastructure, staff training, and flexible structures that facilitate decision making are developed even after the pandemic and informal communication channels are available [24,[27][28][29][30].…”

Grade 3 teachers’ understanding of the implemented mathematics curriculum content

“…It is evident that the challenges put forth by the participants were common to South Africa and elsewhere, confirming the challenges that teachers cited. Similarly, the researchers (An et al, 2021;Van Bergen & Daniel, 2022;Lucas & Vicente, 2022) posit that insufficient technological infrastructure, lack of technical equipment, poor digital skills, and redesigning and setting up of new learning scenarios, were among the main challenges that were experienced across the globe.…”