Online Teaching and Learning Experiences During the COVID-19 Pandemic – A Comparison of Teacher and Student Perceptions

Determining the attributes that influence students’ online learning satisfaction during COVID-19 pandemic

“…Two plausible explanations are that COVID-19 presents different subjective emotions to different people such that what matters in one context may not matter in another context ( Ahorsu et al, 2020 ). Second, different schools employ different online learning mediums (e.g., Zoom or MOOC) which means the experiences of attributes are different ( Lei & So, 2021 ; Qiu et al, 2020 , p. 100288; Hew, Hu, Qiao, & Tang, 2020 ). For example, recent studies that focused on factors affecting quality e-learning during COVID-19 among Indian and Saudi Arabians found all seven attributes impacted e-learning quality with different strengths while those examining students at the Medical and Health Sciences Colleges, the University of Sharjah in the United Arab Emirates found that the highest components of student satisfaction were communication and flexibility ( Elshami et al, 2021 ; Elumalai et al, 2021 , p. 189).…”

“…Indeed, figures from the United Nations Educational, Scientific, and Cultural Organization [ UNESCO] (2021) show that as of March 2021 more than 220 million tertiary-level students around the world had been affected by the disruptions of the COVID-19 and for institutions of higher learning, this signaled a closure of on-campus classes, suspension of practicum, tests and examination, and temporary closure of universities in some countries. For some jurisdictions, this disruption manifested in students learning remotely with teachers and facilitators adopting online platforms to teach ( Lei & So, 2021 ). For instance, in the local context of Macau, the Macau University of Science and Technology had to move its teaching, learning, and examinations online via Zoom in February 2020, to ensure the safety of its students, teachers, and non-teaching staff.…”

“…both traditional and non-traditional) is envisioned as a lasting approach to facilitate tourism and hospitality education ( Kim & Jeong, 2021 ). Transforming tourism and hospitality education with technology and combining traditional and online formats will facilitate students' creative learning ( Lei & So, 2021 ). This is anticipated to ensure that hospitality and tourism students do not lose their studies, but their progress would be monitored simultaneously and with timely evaluation ( Bilsland, Nagy, & Smith, 2020 ; Elumalai et al, 2021 , p. 189; Joshi & Gupta, 2021 ).…”

How COVID-19 Influences Hospitality and Tourism Education: Challenges, Opportunities, and New Directions

“…The pandemic influenced nearly 1.6 billion learners in more than 190 countries and all continents; universities in the world closed their campuses to avoid the spread of virus and offered online or hybrid classes through online platforms (United Nations, 2020). Students experienced mental stress derived from excessive online classes; faculty also struggled to teach via online platforms and experienced the extra burden because of the new mode of class delivery (Lei & So, 2021).…”

Media Katalog Digital Untuk Pembelajaran Sejarah Di Masa Pandemi Covid-19

“…Akses penggunaan media Katalog Digital Sejarah sangat mudah dilakukan baik oleh guru maupun siswa dengan menggunakan perangkat elektronik yang dimiliki oleh masing-masing. Katalog Digital Sejarah menciptakan sebuah media pembelajaran yang inovatif dan interaktif dalam pembelajaran sejarah secara online akibat pandemi Covid-19 (Lei & So, 2021;Wynne, 2009).…”