Covid-19 pandemic and online learning: the challenges and opportunities

Adedoyin, Olasile Babatunde; Soykan, Emrah

doi:10.1080/10494820.2020.1813180

Cited by 1,867 publications

(1,620 citation statements)

References 30 publications

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“…The students believed that the internet data is expensive, limitation on internet access and devices lead to difficulties for them to participate in online learning. This is in line with previous studies conducted by Adedoyin and Soykan (2020), Hawati and Jarud (2020) and Aboagye et al (2020). Internet and devices are important for students and academicians during online learning.…”

Section: Discussionsupporting

confidence: 93%

“…Internet and devices are important for students and academicians during online learning. Without both elements it is difficult for them to conduct or attend the online class (Adedoyin & Soykan, 2020). The accessibility factor normally affects the students in the rural and sub urban residential area.…”

Section: Discussionmentioning

confidence: 99%

“…2020;Tanveer et al, 2020;Dhawan, 2020;Sarvestani et al, 2019), lack of technology devices (Dube, 2020) and the internet data is expensive (Dube, 2020). As mentioned by Adedoyin and Soykan (2020) online learning depends on the technology devices and internet accessibility, without both elements it is difficult for the students and lecturers to implement this teaching method. As confirmed by Rapanta, Botturi, Goodyear, Guardia and Koole (2020) the accessibility towards the internet, software and devices were the important factors for establishing an effective online learning.…”

Section: Literature Reviewmentioning

confidence: 99%

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Impeding Factors Towards the Effectiveness of Online Learning During Covid-19 Pandemic among Social Sciences Students

Ramli¹,

Majid²,

Badyalina³

2020

IJLD

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During the COVID-19 pandemic, higher learning institutions switched from the traditional face-to-face teaching method to online based teaching. Even though the country is facing crisis due to the pandemic, teaching can still be conducted through online platform. It offers flexibility to both students and academicians. However, online learning is believed to reduce the students’ motivation, performance and lead to mental health problems. To reduce these issues, this study was conducted to determine the impeding factors towards the effectiveness of online learning. The respondents consists of 267 social sciences students. Three impeding factors were discussed which are accessibility, social and academician capability factor. The descriptive findings determined that accessibility factor was the main impeding factor towards the effectiveness of online learning. Thus, the roles of government, university and telecommunication firm are important to reduce the issues of internet access, internet data cost and lack of technology devices. Consequently, the students’ motivation and performance during online learning can be enhanced.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Impeding Factors Towards the Effectiveness of Online Learning During Covid-19 Pandemic among Social Sciences Students

Ramli¹,

Majid²,

Badyalina³

2020

IJLD

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“…Thus the propagation of digital divide and re-establishment of existing socio-economic hierarchies were raised as the main concerns. While some of the studies from various countries point towards the structural inequalities and the dangers of normalizing emergency e-learning (Gaynor and Wilson 2020 ), few other works explore the possibilities of such a shift on educational systems (Adedoyin and Soykan 2020 ; Sepulveda-Escobar and Morrison 2020 ). In either of the cases though this shift in learning remains a part of discussions, there is hardly any attempt to understand how the shift in space of learning impacts the experiences of learners and the process of learning.…”

Section: Introductionmentioning

confidence: 99%

Why learning space matters: a script approach to the phenomena of learning in the emergency remote learning scenario

Chattaraj

Vijayaraghavan

2021

J. Comput. Educ.

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The study focuses on how the notion of learning space is perceived and experienced by learners in the Emergency Remote Learning (ERL) scenario. In doing so, the lived experiences of remote learners who were abruptly shifted to a completely online learning space due to the pandemic COVID-19 in the Indian higher education system are documented. Online interviews were conducted with eight undergraduate and four postgraduate students of English and Cultural Studies, enrolled at a Southern Indian university, and their responses were explicated using the Interpretive Phenomenological Analysis (IPA) approach. The interviews revealed that the phenomenon of ERL is shaped by dissonance informed by the absence of a familiar learning space. Often the patterns of this dissonance were marked by (1) the perception of learning and learning space, (2) the lack of intimacy in learning and learning space, (3) the negotiations made for learning and the space of learning in ERL, and (4) the challenges to cope with the responsibilities of the ERL scenario. Further, the script approach was applied to analyse the data and the analysis revealed an expansion of the existing internal scripts that were based on previous learning experiences of the learners. The study thus establishes the centrality of space in the process of learning and points out how the lack of a familiar learning space is linked to the absence of internal scripts that considerably impact learning. The study concludes by discussing the possibilities of application of script approach to effectively incorporate the aspect of learning space in new pedagogies and learning models as Blended Learning (BL) and Online Learning (OL) become the new normal worldwide.

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“…For Teaching & Learning Centres, it would be very interesting -and conceivably somewhat depressing -to establish whether a nasty virus has done more in several months for the promotion of BL in teachers' minds than years of patient argumentative work in favour of thoughtful hybrid instructional design. Of course, recent circumstances have given rise to a series of articles regarding technological adaptation and BL efforts due to the COVID-19 pandemic across the globe [8,[53][54][55][56]. However, contrasting empirical pre-and post-lockdown data obtained through a comparable and well-documented research methodology would have a value of its own.…”

Section: Author Detailsmentioning

confidence: 99%

Blended Learning in Higher Education: Faculty Perspective through the Lens of the Planned Behaviour Theory

Verpoorten

Huart

Detroz

et al. 2022

E-Learning and Digital Education in the Twenty-First Century

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Before the COVID-19 pandemic, the Teaching and Learning Centre of the University of Liège (Belgium) administered a questionnaire to disclose the main predictors of faculty’s intention to resort, within a timespan of two years, to blended learning in at least one of their courses. The instrument was constructed according to the Theory of Planned Behaviour, a sound conceptual framework for probing intentions and their antecedents. In the responses of 114 faculty members, multiple regression analyses detected that attitude towards blended learning, subjective norm and perceived control explained 73% of the intention to use blended designs for teaching purposes in a not too distant future. Data treatment also singled out beliefs working indirectly in favour of the intention to use hybrid approaches: the inclination to think of blended learning altogether in a student-centred, conformist and pragmatic way. Moreover, respondents who declared having already used blended learning in the past expressed stronger opinions congruent with the constructs of attitude, norm and perceived control. The results also establish that pre-lockdown e-learning practices remained rather basic. A better knowledge of what can facilitate or impair the diffusion of blended learning is of importance for higher education institutions and their staff training efforts.

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Covid-19 pandemic and online learning: the challenges and opportunities

Cited by 1,867 publications

References 30 publications

Impeding Factors Towards the Effectiveness of Online Learning During Covid-19 Pandemic among Social Sciences Students

Impeding Factors Towards the Effectiveness of Online Learning During Covid-19 Pandemic among Social Sciences Students

Why learning space matters: a script approach to the phenomena of learning in the emergency remote learning scenario

Blended Learning in Higher Education: Faculty Perspective through the Lens of the Planned Behaviour Theory

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