Impact and Perception of Students towards Online Learning during COVID-19

Abstract

Aim: This study aims to analyse the impact and perception of students towards online learning during Covid-19 and the constraints faced by the students.
 Study Design: Ex post facto research design.
 Place and Duration of the Study: the present study was conducted among UG,PG & PhD students of TNAU. The study was conducted during January and February month 2021.
 Methodology: 50 students were randomly selected and interviewed using a pre tested interview schedule to study the impact and perception of students towards online learning during Covid-19 and the constraints faced by them.
 Background of the Study: The concept of e-learning can be termed as a network enabled transfer of skills and knowledge, and the delivery of education is made to a large number of recipients at the same or different times. Though e- learning resources and online mode of learning was made available long back, it became popular and inevitable only after the storm created by the pandemic, courtesy COVID-19. It has persisted to force and push the students and teachers towards online learning environment for the past one year and continues to garner importance in the current scenario. Though Online-learning mode emerged as a better alternative to the classroom situation, it has its own pros and cons as perceived by the participating students and teachers. Since, it is becoming a more common method of instruction, it is important to assess its impact among the stakeholders and to assess the existing gaps. This impact study involving perception of the students regarding online learning can serve as a resource to identify the areas for improvement and betterment of learning situation.

Exploring Opportunities for Embedding Post-Pandemic School Practices: Lesson Learned From Compulsory Online Learning

“…The findings regarding the learning strategies applied by those schools reported above confirmed the existing research findings which argue that (1) the transition from offline to online learning is indeed a challenging process (Agarwal & Dewan, 2020;Deepika, 2020;Kebritchi et al, 2017;Setyawan, 2020), especially for rural and urban school in West Kalimantan province, (2) without adequate supporting facilities and adequate schools' skills and experiences in operating online learning tools, schools alone could not be expected to be able to switch to full online learning optimally (Bestiantono, et al, 2020;Simamora, 2020;Kebritchi et al, 2017;Dube, 2020;Handayani, 2020;Taradisa et al, 2020;Rustiani, et al, 2019;Negash et al, 2008;Dwi et al, 2020), and (3) teachers who were skilled in designing online learning lesson plans were also needed so that online learning can run as expected (Adnan & Anwar, 2020;Dube, 2020;Sulisworo et al, 2020;Sutarto, Sari & Fathurrochman, 2020).…”

“…A number of aspects of online learning implementation have been researched lately (Bestiantono et al, 2020;Deepika, 2020;Adnan & Anwar, 2020;Dube, 2020;Sulisworo et al, 2020;Unda, 2012;Setyawan, 2020;Kebritchi et al, 2017;Febrianto, 2020;Dhawan, 2020;Sun & Cen, 2016). In this respect, we believed that this research was distinguished from those previous researches for several characteristics, as this research (1) investigated not only how schools implemented online learning during covid19 pandemic, but also to map the challenges they faced and to identify potential improvements for future online learning implementation, (2) involved wider perspectives as sources of information; teachers, pupils and school leaders and (3) involved schools in both rural and urban areas as research subjects, which made the findings of this study were drawn from a fine-grained process that considered the complexities of contextual and local challenges and potentials in rural and urban schools in implementing compulsory online learning.…”

Pandemic Pedagogy: Perception of Nursing students’: A cross-sectional study

“…The students discovered that having access to recorded classes during remote learning improved their understanding, while difficult concepts made it harder to follow ( Khalil et al , 2020 ). According to Deepika (2020) , it is crucial for both students and teachers to have quality and timely interactions, technical support, structured remote modules, and practical class facilities for satisfactory remote instruction. Most of the students (66.2%) agreed that they had an opportunity for instructor feedback during remote teaching.…”

Kepimpinan Teknologi Guru Besar Terhadap Pengajaran dan Pembelajaran Atas Talian Guru Pada Pasca Covid

“…Kesusahan ini juga telah menyebabkan pembelajaran atas talian tidak dapat dilaksanakan dengan sempurna. Kesan daripada perkara ini, objektif pembelajaran juga tidak dapat dicapai (Deepika, 2020). Di sekolah masih ada segelintir guru yang tidak mahir dalam penggunaan TMK melaksanakan PdP secara kaedah tradisional.…”