Understanding the challenges of e-learning during the global pandemic emergency: the students’ perspective

Abstract

Purpose This study aims to debate and highlight the challenges faced by university students regarding e-learning during the global pandemic emergency. Furthermore, it sketches the solutions of e-learning using a theoretical lens of emergency management theory (EMT). Finally, the study argues a case for improvement in existing e-learning systems to enable higher education systems, particularly in a developing country, to recover the losses and increase education quality. Design/methodology/approach A qualitative research design and phenomenology research approach were applied to conduct the current study. A total of 10 in-depth online interviews were recorded from students studying in Pakistan and the UK. Verbatim transcriptions were analysed using the reflexive thematic analysis approach. Findings The current study results explained in detail the numerous challenges, including lack of preparedness (students and institutions), low quality of interaction, lack of motivation, lack of class activities and forceful adoption of e-learning. Alternatively, few opportunities also emerged through a set of suggestions such as a comprehensive emergency management plan, introduction of strong student counselling programmes and a strategic plan for quality of online learning content. Originality/value This study’s contribution stands out in crucial times of the global pandemic. EMT is applied to understand the different dimensions of preparedness, response, mitigation and recovery from a students’ perspective. Furthermore, considering students as important members of higher education institutions and understanding students’ opinions regarding quality assurance during the global pandemic was imperative.

Students' adoption of e-learning: evidence from a Moroccan business school in the COVID-19 era

“…The development of e-learning, particularly in higher education institutions during the COVID-19 crisis, has been widely debated and researched in various studies from different angles and contexts (Abdur Rehman et al, 2021;Al-Samarraie, Teng, Alzahrani & Alalwan, 2018;Drueke, Mainz, Lemos, Wirtz & Boecker, 2021;Han & Sa, 2021;Mailizar, Burg & Maulina, 2021;Muthuprasad, Aiswarya, Aditya & Jha, 2021;N uñez-Canal, de Obesso & P erez-Rivero, 2022). By way of illustration, Abdur Rehman et al (2021) argue that the shift to Students' adoption of e-learning digital technology in the teaching profession has been accelerated mainly in emerging countries by the global pandemic, whereas this is not the case for advanced countries that have invested heavily in the digital transition and digital transformation. For his part, Simpson (2018) points out that digitalization is the main trigger for the worldwide higher education ecosystem change.…”

“…The development of e-learning, particularly in higher education institutions during the COVID-19 crisis, has been widely debated and researched in various studies from different angles and contexts (Abdur Rehman et al. , 2021; Al-Samarraie, Teng, Alzahrani & Alalwan, 2018; Drueke, Mainz, Lemos, Wirtz & Boecker, 2021; Han & Sa, 2021; Mailizar, Burg & Maulina, 2021; Muthuprasad, Aiswarya, Aditya & Jha, 2021; Núñez-Canal, de Obesso & Pérez-Rivero, 2022).…”

“…, 2021; Al-Samarraie, Teng, Alzahrani & Alalwan, 2018; Drueke, Mainz, Lemos, Wirtz & Boecker, 2021; Han & Sa, 2021; Mailizar, Burg & Maulina, 2021; Muthuprasad, Aiswarya, Aditya & Jha, 2021; Núñez-Canal, de Obesso & Pérez-Rivero, 2022). By way of illustration, Abdur Rehman et al . (2021) argue that the shift to digital technology in the teaching profession has been accelerated mainly in emerging countries by the global pandemic, whereas this is not the case for advanced countries that have invested heavily in the digital transition and digital transformation.…”

“…However, this transformation comes with implementation and management obstacles. For some universities, this transmission has been more difficult (Abdur Rehman, Soroya, Abbas, Mirza & Mahmood, 2021), and the adaptation challenges in this crisis context arise for both faculty and students. Digitization is a crucial dimension of education worldwide (Singh & Thurman, 2019).…”

Improving Academic and Professional Engagement in Higher Education Online Students Through Video-Making: School Librarians on the Screen

“…There was a lack of preparedness (from students and institutions), low quality of interaction, lack of motivation, lack of class activities, and forceful adoption of e-learning. Also, opportunities emerged through a set of suggestions such as comprehensive emergency management plans for education, the introduction of student counselling and psychological support programs, and strategic plans for the quality of online learning content [1]. Some recommendations point to possible changes in traditional educational contexts, incorporating the benefits of virtual learning into traditional' learning methods, as virtual learning cannot replace it.…”