What do College Learners Think of Synchronous Learning?

Abstract

Advancements in educational technology and improvements in the internet’s connectivity has increased the interest of universities in e-learning worldwide. Unlike many institutions around the world, the traditional form of teaching in Albania before the Covid-19 pandemic was face-to-face where both lectures and seminars were attended physically in the classroom. However, the Covid-19 pandemic imposed on them the necessity to move from auditoriums to e-learning immediately without any preparation. This paper aims to investigate the Albanian learners’ attitudes and perceptions of synchronous e-learning during the second semester of the 2019 – 2020 academic year. A survey consisting of 15 questions was distributed to a total of 168 undergraduate and graduate learners in 2 public universities in Albania. Results from the study showed that the learners preferred face-to-face learning over synchronous learning. The lack of motivation, low level of interaction with their instructors and peers, and the feeling of isolation were their main concerns. Meanwhile, the learners appreciated the fact that e-learning helped them to improve their computer and internet skills. It is also less expensive and more comfortable than the traditional mode of teaching and learning.

Online Education During the Pandemic: A Systematic Literature Review

“…[82] Teachers stated that they felt uncomfortable with technical and psychological factors. [83] Readiness and experience are important factors [84] Opportunity to collaborate, discuss and think about their professional development [85] Lack of social interaction [86] "time efficiency" and "lack of interaction" [87] Confidence, Saving effort, money, and time, quick feedback [88] The lack of motivation, low level of interaction [89] New teaching approaches with online learning [90] Teaching methods, social aspects, infrastructure, computer skills, assessment methods, motivation, and willingness [91] Students have difficulties in their self-learning activities. They still prefer direct lessons to understand the materials during e-learning.…”

“…[106] The biggest challenge is facing the network connection and electricity in South Africa. [87] Many elements that helped academics adopt e-assessments were identified as usefulness, exam preparation, cost, ease of use, and increase satisfaction. [107] It has been shown that the use of e-learning systems plays a leading role in increasing students' intention to participate in e-learning.…”

Systems fail, technology disappoints, and relying on optimism is not enough: A short analysis of teacher wellbeing and digital learning solutions

“…Different parts of the world and specific scholastic contexts have different challenges to address in order to maximize the effectiveness of their school systems. The studies reviewed in the previous section (Beka 2021, Taraj 2021, Aduba & Mayowa-Adebara 2021, Lagumdžija & Eminović-Ljevo 2021, Venable 2021, Barron Rodriguez et al 2020) reveal that experiences with online education vary. All of them report various challenges that need to be addressed, such as internet infrastructure, lack of electronic devices, underexplored potentials of digital education, the power of social and interactive contact, or a lack of collective awareness about pitfalls of digital education.…”