Students’ Perceptions of Online Learning during COVID-19 Pandemic: A Qualitative Approach

Abstract

In this study, we conducted a thematic analysis of the views and perspectives of university students about online learning, specifically regarding their interpretations and experiences of the transition from traditional face-to-face courses to online teaching during the COVID-19 pandemic. The sample included 209 undergraduate and postgraduate students who were invited to complete five tasks, i.e., a free association task, answering open questions about the advantages and disadvantages of online learning, providing suggestions for improving online learning, and sharing a personal experience lived during this period. Some of the main themes extracted from the data refer to the negative aspects of online learning mentioned by participants in relation to its disadvantages, such as health and psychosocial problems (e.g., stress, anxiety, decreased motivation, isolation/loneliness, and apathy) and learning process problems (e.g., misunderstandings, a lack of feedback, additional academical requirements, a lack of challenge, and disengagement). Other recurrent themes refer to the positive aspects of online learning associated with its benefits: comfort and accessibility, economy (saving time and money), and psychological and medical safety. The personal experiences during COVID-19 shared by our respondents were organised around four main themes (positive, negative, ambivalent, and transformative experiences) related to students’ adaptation to the educational context generated by the pandemic. Based on these findings, practical recommendations for universities and researchers are discussed.

Investigating Learners’ Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market

“…Teleworking, and the increased possibility of working from the comfort of home [ 87 , 88 ], have led to the better organization of daily life in terms of comfort and accessibility (timetable flexibility, freedom to organize one’s personal time, faster and more efficient communication, feedback, multitasking, etc. ), saving time and reducing travelling and/or living costs [ 89 , 90 ]. Finally, e-learning has also impacted the work–life–learning balance, thus enhancing the feelings of psychological and medical safety [ 76 , 90 ].…”

“…), saving time and reducing travelling and/or living costs [ 89 , 90 ]. Finally, e-learning has also impacted the work–life–learning balance, thus enhancing the feelings of psychological and medical safety [ 76 , 90 ]. Students can also adapt the learning pace to their own specific needs, self-discipline, and responsibility [ 91 ], and are able to improve their technological academic skills, [ 92 ] and benefit from the ease in choosing different classes while having timely and easy access to information without any logistic difficulties.…”

“…The online learning environment might also lead to health and psychosocial challenges for learners, heightening already existing learning problems. As learners need technical and digital skills and abilities, e-learning might constitute a huge challenge, especially for those who are less assertive [ 90 ]. Based on this assumption, we hypothesize that:…”

“…Microsoft Teams and Moodle are frequently used e-learning platforms that easily facilitate valuable educational support for an asynchronous learning experience through proper amounts of space intended to host course materials, forums, videos, class assignments, quizzes, exams, and course calendars [ 90 ]. The COVID-19 pandemic has also triggered the use of other ways of conveying knowledge (e.g., Zoom, WhatsApp, and/or Google Classroom), but these are less attractive in terms of asynchronous learning opportunities [ 50 , 68 ].…”

“…To ease transitions and to have better control and overview of the content offered to learners, several universities have developed or relied on a single online platform for the entire university [ 67 ]. Online lectures, virtual learning environments, online e-learning platforms, oral online presentations, online tests and exams, the intensive use of technologies, etc., have also led to “strong negative emotions”, with students encountering a “lack of empathy, frustration, fear, aversion, and anxiety as sometimes it is quite stressful to take online exams and/or fulfil online assessments” [ 90 ]. In this vein, we posit that:…”