Student Perceptions of Online Education during COVID-19 Lockdowns: Direct and Indirect Effects on Learning

Abstract

The COVID-19 pandemic forced an abrupt transition to fully online learning in universities that typically provided campus-based teaching. We examined the learning experience of undergraduate and postgraduate students during this transition at a UK university. Qualitative surveys and interview responses revealed both direct effects of the transition to online learning and indirect effects caused by the COVID-19 induced lockdown. Direct effects related to interaction and communication altered study-related opportunities and digital tool use. In all cases, students expressed a range of views, for example, with some reporting greater opportunities and others fewer. However, there was a clear consensus that the online learning had brought greater flexibility for students. For indirect effects, students noted altered time available for study, challenges and benefits to studying at home, greater monotony and required autonomy as well as altered priorities, concerns about employment, finances and career prospects. These reflections on students’ experiences of online learning can inform academics and education providers to design appropriate strategies in order to better facilitate and support students’ education via fully online or blended learning approaches.

Effect of the COVID-19 Pandemic on the Sense of Belonging in Higher Education for STEM Students in the United States and Mexico

“…The most common response to this question, as shown in Table 7, was that online classes created challenges in forming and maintaining peer relationships. This finding suggests that friendly and cooperative relationships with other students are an essential part of developing a sense of belonging in engineering and missing these connections can be an important factor in a lack of connection with a student's major [9,10,50]. These findings may be especially related to this cohort of students, many of whom have never met their peers in person at the time of this study.…”

AI, Analytics and a New Assessment Model for Universities

“…Over the same period, a quantitative survey by Karada g et al [53] of 30 universities in Turkey found similar problems of low student engagement but noted fewer issues in universities with developed distance education capacities. In a smaller-scale qualitative study of UK student perceptions during the pandemic conducted by Dinu et al [54], there were positive as well as negative views. Some students saw greater opportunities in online working, but others found significant challenges; however, all students welcomed the greater flexibility of online study.…”

Persepsi Pembelajaran Daring Mahasiswa Kedokteran

“…Hal tersebut membuktikan bahwa kesiapan dosen/ staf pendidik, staf kependidikan, dan mahasiswa secara menyeluruh perlu diantisipasi. 13,14 Dinu et al 15 melaporkan efek langsung dan tidak langsung pada pembelajaran daring memiliki kesamaan dengan di FKUPH dalam interaksi belajar dengan peer group. Kebutuhan belajar bersama menjadi terhambat dengan PPKM dan pelaksanaan daring.…”

“…Beberapa responden di FKUPH merasa nyaman walaupun belajar sendiri karena lebih menyukai ketenangan sehingga dapat lebih berkonsentrasi. 15 Hilangnya interaksi dengan pasien menjadi keluhan responden dari Polandia. Responden di FKUPH juga menyatakan bahwa sebagai dokter perlu berinteraksi langsung dengan pasien, sehingga pembelajaran keterampilan klinis secara daring tanpa pasien simulasi menjadi kurang efektif.…”