Factors for Sustainable Online Learning in Higher Education during the COVID-19 Pandemic

Abstract

The coronavirus disease 2019 (COVID-19) pandemic has affected educational institutions and instructors in an unprecedented way. The majority of educational establishments were forced to take their courses online within a very short period of time, and both instructors and students had to learn to navigate the digital array of courses without much training. Our study examined factors that affect students’ attitude toward online teaching and learning during the COVID-19 pandemic. It is different from other online learning studies where online courses are mostly a method of choice, with suitable support from institutions and expectation from instructors and students, rather than a contingency. Under this specific environment, we utilized an online survey to collect students’ feedback from eleven universities across Hong Kong. Using partial least squares for analysis on the 400 valid samples we received, we found that peer interactions and course design have the most salient impact on students’ attitude, whereas interactions with instructors has no effect at all on students’ attitude. Furthermore, we also provide suggestions on using the existing technologies purchased during COVID-19 for a more sustainable learning environment going forward.

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

“…However, most students clearly would like to see the continuation and, in most cases, significant further development of those gains from digitization from the first pandemic year: blended learning formats, the widespread use of online learning-management systems, and the use of creative digital tools [29]. Strikingly, in the quantitative survey, even more than half of the participants expressed their wish to maintain the option of overall distance education even after the pandemic.…”

“…Young people were confronted with many uncertainties during this time, while contact persons were often less tangible than in normal times. This widening of inequalities because of the pandemic promises to be particularly problematic and poses an impediment to reaching the Sustainable Development Goal of quality education for all [29,58]; those students who do not have sufficient psycho-social support from families, who have no (adequate) learning space at home, who lack the financial means (e.g., for access to hardware and software), and those who have already suffered from psychological stress and pre-existing conditions are left further behind. The psychological effects of the pandemic and distance learning on students described in this study, especially the increased risk of depression, are in line with the study results of Huckins et al [10] (see also [59]).…”

“…Furthermore, current research sheds light on the dimension of sustainability in the context of the pandemic. Studies on sustainability education [27,28] as well as on sustainable online learning and teaching [29][30][31] have highlighted challenges and possibilities for sustainable development in the context of the pandemic. Especially social distancing and temporary lockdowns are reported to have a significant impact on the everyday life and education of millions of students.…”

“…In the face of an ongoing and uncertain pandemic situation, the following shortterm recommendations for lecturers are aimed at helping to improve remote-teaching processes in order to support students in dealing with managing their university education during these challenging times [29,60]. Lecturers are recommended, where possible, to reduce computer-based assignment processing, insert more frequent breaks in classes (at least every 30-45 min), and to make teaching more interactive as well as involve students more closely.…”

School-Aged Students’ Sustainable Online Learning Engagement during COVID-19: Community of Inquiry in a Chinese Secondary Education Context

“…Online classes during COVID-19 lockdown in China were not supplementary to traditional face-to-face courses but became the only way that students were able to "attend" classes [28]. These online classes were conducted in an emergency, i.e., with limited time for planning how the teaching and learning resources should be organised.…”