Transition to online learning during the COVID-19 pandemic

Abstract

Background With the new pandemic reality that has beset us, teaching and learning activities have been thrust online. While much research has explored student perceptions of online and distance learning, none has had a social laboratory to study the effects of an enforced transition on student perceptions of online learning. Purpose We surveyed students about their perceptions of online learning before and after the transition to online learning. As student perceptions are influenced by a range of contextual and institutional factors beyond the classroom, we expected that students would be overall sanguine to the project given that access, technology integration, and family and government support during the pandemic shutdown would mitigate the negative consequences. Results Students overall reported positive academic outcomes. However, students reported increased stress and anxiety and difficulties concentrating, suggesting that the obstacles to fully online learning were not only technological and instructional challenges but also social and affective challenges of isolation and social distancing. Conclusion Our analysis shows that the specific context of the pandemic disrupted more than normal teaching and learning activities. Whereas students generally responded positively to the transition, their reluctance to continue learning online and the added stress and workload show the limits of this large scale social experiment. In addition to the technical and pedagogical dimensions, successfully supporting students in online learning environments will require that teachers and educational technologists attend to the social and affective dimensions of online learning as well.

Students’ Preferences on Online Learning in the New Normal Period of the Covid-19 Pandemic

“…Phone calls has second place as a medium of communication between students and lecturers. It is align with the finding of (Lemay et al, 2021), students who are missing to contact with peers and lecturer use technology to keep contact.…”

The Effectiveness of Online Based Learning in Universities During the Covid-19 Pandemic

“…Preparation is done by creating a mapping program that contains learning object materials, namely learning materials that will be used and uploaded in the learning management system, whether in the form of text, images, photos, audio, video, and the type of assessment used. Interaction forms and facilities are in the form of chat, discussion forums, through virtual face-to-face with zoom facilities, google meet or other applications, and improvement of facility operation skills (Hardie et al, 2021;Lemay et al, 2021;Muflih et al, 2021;Wong et al, 2021). Learning resources that will be used are prepared so that students can access and use them in learning.…”

The Process of Teacher’s Lesson Plan for Learning English through Google Classroom in the Senior High School

“…The activities in the classroom will make the Learning process successful if the teachers accommodated the classroom activities well (Khamparia & Pandey, 2017;Raynesa, 2019;Tjalla et al, 2017). Most of the teachers need a lot of time in designing the best and most effective activities for each topic to make it relevant to the objectives being sought (Khalil, 2018;Lemay et al, 2021;Wang & Tahir, 2020). This indicates that it is not an easy task.…”