Student Experiences on Emergency Synchronous Online Teaching in Higher Education

Abstract

This research aims to reveal university students’ experiences, expectations, and suggestions regarding synchronous online teaching. For this purpose, the study was conducted in a qualitative research case study design. The study group of the research consists of 24 university students. The research data were collected using a semi-structured interview form and document review technique. The data obtained through the semi-structured interview form were analysed using the descriptive analysis technique through the MAXQDA qualitative data analysis program. Research findings show that students have problems accessing devices and the internet. Students and instructors are not competent in using technology and do not have pedagogical content knowledge. The findings reveal that students do not open their webcams and are unwilling to attend and participate in classes because the strategies used in the learning-teaching process are not suitable for classroom interaction. Additionally, students could easily cheat in online exams and had some problems about self-regulation skills. In line with these findings, it has been proposed self-regulated learning framework, formative and authentic assessments and the “community of inquiry” framework.

Emergency Remote Learning in Higher Education in Cyprus during COVID-19 Lockdown: A Zoom-Out View of Challenges and Opportunities for Quality Online Learning

“…Speed/quality of the broadband internet connection: In a very large number of studies conducted worldwide [18][19][20][21][22][23][24][25][26][27][28][29][30], a lack of satisfactory internet connectivity emerged as one of the biggest challenges for students. Cyprus is no exception.…”

“…Academics were requested to transform and adjust their teaching methodologies and educational material accordingly, in order to address the needs and demands of the unknown situation, employing ERL practices. Students, in turn, needed to adjust to the new learning environment (ERL), to experience social distancing from classmates, instructors and friends [9][10][11][12][13][14][15][16][17] and to cope with numerous educational, social, mental, health and technological challenges [11,[18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34].…”

“…The need at the outset of the pandemic to move to ERL and to develop appropriate learning environments for students caused several challenges at various levels such as educational, social, mental, health, technological and economical [11,[18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34]. Conducted research [38][39][40][41][42][43] suggests that the necessity to employ ERL was extremely challenging for institutions and for all stakeholders involved: educators, students, parents, policymakers, etc.…”

“…Conducted research [38][39][40][41][42][43] suggests that the necessity to employ ERL was extremely challenging for institutions and for all stakeholders involved: educators, students, parents, policymakers, etc. The lack of preparation at institutional, technical [18][19][20][21][22][23][24][25][26][27][28][29][30][44][45][46][47][48][49] and human resource levels [9][10][11]28,45,[50][51][52][53][54][55][56][57][58] intensified the challenges and obstacles revealed.…”

“…Students needed to adapt to several changes compared to what they had been familiar with concerning course delivery in the teaching and learning process. Given the fact that education was delivered completely online, students were restricted from any physical social interactions with their educators and peers, and their home became their in-classroom setting [9][10][11][12][13][14][15][16][17]19,34,50,[59][60][61]. Consequently, social isolation and restrictions and a lack of interactivity and educational interactions were some of the emergent new realities that students needed to face.…”