Assessing the Perceptions and Preferences between Online and In-Person Classroom Learning among University Students in Rwanda

Gloria Nishimwe,Eden Gatesi,Rex Wong,Sam Kamali

doi:10.4236/jssm.2022.151003

Abstract

The COVID-19 pandemic has resulted in many schools rapidly rolled out online learning due to school closure or lockdown. This study assessed the online learning experience of 193 students in different universities of Rwanda during COVID-19. The reported main advantages of online learning revolved around the comfortability and self-responsibility in their studies. However, internet access and stability remained the biggest challenges. Respondents reported online learning not stimulating, lacked interactions with other students and with instructors, and they were distracted easily and had difficulty to maintain their discipline. Many students indicated they prefer in-person classes over online learning. Investment to provide students stable internet access and to training instructors to design more interactive and engaging online learning materials according to best practices could improve the students’ online experience. The use of blended online and in-person classroom learning to maximize students learning experiences and outcomes should be explored.

Highlights

Since first discovered in December 2019, the Sars-CoV-2 Coronavirus has spread around the globe and has caused many school closures temporarily (WHO, 2020)—inevitably disrupted learning
The COVID-19 pandemic has resulted in many schools rapidly rolled out online learning due to school closure or lockdown
While online learning offers flexibility, convenience for both instructors and students in timing and location, and has the potential to reach students with limited access to higher education due to socioeconomic, financial, educational, and personal reasons (Davis, 2000; Hara & Kling, 2000; Haugen et al, 2001; Liaw & Huang, 2002; Chen et al, 2010; Flowers et al, 2012; Hansen & Reich, 2015; Willging & Johnson, 2009; Biel & Brame, 2016; Seaman et al, 2018), studies have shown some online delivery formats that could diminish the student experience, impair the ability of students to connect with faculty, decrease instructional quality, and minimize instructor-learner interactions (Hara & Kling, 2000; Laine, 2003)

Summary

Introduction

Since first discovered in December 2019, the Sars-CoV-2 Coronavirus has spread around the globe and has caused many school closures temporarily (WHO, 2020)—inevitably disrupted learning. In 2014, over 5.8 million students participated in online classrooms either via asynchronously (learners studying the materials completely at their own time) or synchronous (learners meet in real time via an online platform) (Ryan, 2001; Allen & Seaman, 2016). While online learning offers flexibility, convenience for both instructors and students in timing and location, and has the potential to reach students with limited access to higher education due to socioeconomic, financial, educational, and personal reasons (Davis, 2000; Hara & Kling, 2000; Haugen et al, 2001; Liaw & Huang, 2002; Chen et al, 2010; Flowers et al, 2012; Hansen & Reich, 2015; Willging & Johnson, 2009; Biel & Brame, 2016; Seaman et al, 2018), studies have shown some online delivery formats that could diminish the student experience, impair the ability of students to connect with faculty, decrease instructional quality, and minimize instructor-learner interactions (Hara & Kling, 2000; Laine, 2003). Large scale study in the USA did not show if online learning is superior as a medium compared to face-to-face classes (Means, Toyama, Murphy, Bakia, & Jones, 2010)

Results

Discussion

Conclusion