A Cross-Sectional Study on Student Experience and Contentment of Online Learning During Covid 19 Lockdown

Abstract

The delivery mode of the lessons was transitioned from face-to-face to online/e-learning in response to the Covid-19 lockdown across the Middle East, particularly in Oman. The University of Technology and Applied Sciences, Al Musannah (UTASA), also adopted this approach, which brought forth both opportunities and challenges for the academic community, including teachers and students. However, no systematic studies were conducted across various departments at the university to gain insights into the implications of full-time online/e-learning. Therefore, this study was designed to comprehend the perceptions of cross-sectional UTASA students regarding the effectiveness of e-learning, encompassing their experiences and satisfaction with participating in it. The study employed a combination of quantitative and qualitative data collection methods, utilizing a survey questionnaire and a descriptive question. The participants included both male and female learners (N = 212) from departments such as IT (Information Technology), Business, Engineering, and ELC (English Language Centre). The analysis encompassed both descriptive and inferential statistical analyses of the quantitative data, as well as a descriptive thematic analysis of the qualitative data. The results revealed that over half of the participants held a clearly positive impression of their e-learning experience and satisfaction during the Covid-19 lockdown. Furthermore, the analysis of qualitative data shed light on the reasons behind both negative and positive sentiments towards e-learning, along with suggestions for potential enhancements. The diverse reactions of the participants to the survey questions have assisted researchers and interested parties in gaining a comprehensive understanding of both the favorable and unfavorable aspects of the procedure. A subset of the participants held a pessimistic view of online learning due to factors such as receiving low grades, encountering inadequate technical assistance, and observing a lack of commitment. In contrast, a different group perceived online learning as advantageous, citing its provision of a convenient and adaptable learning environment, along with convenient access to recorded lectures. Additionally, certain survey respondents put forth recommendations for enhancing online learning, including the need for better training, improved Internet connectivity, and enhanced interaction between teachers and students, as well as among fellow students. In summary, the study yielded valuable insights into the experiences and contentment levels of learners engaged in the online teaching and learning process. The findings and ensuing discussion provide essential recommendations for stakeholders and future researchers alike.