Abstract
This research was carried out to compare the effectiveness of online education in pre- and post-pandemic periods as perceived by the students of higher education institutions in developing countries facing financial and technological limitations. For this purpose, time-lagged data from 288 students of higher education institutions were collected and analysed in SPSS version 26 using the paired sample t-test for differences. Using adapted questionnaires, the effectiveness of online education was assessed in terms of blended learning, goal setting, interaction, time management, self-evaluation, learning environment, skills to use online learning tools, quality of learning technologies, and learning motivation. Results indicate that students' perception significantly differs during the pandemic compared to the pre-pandemic period, compared to all dimensions of online education. It was found that the students, teachers, and institutions have acquired the requisite knowledge, skills, and technology during the pandemic. Therefore, the usefulness of online education has improved in the post-pandemic period. These results significantly affect all stakeholders, including students, teachers, researchers, institutions, and policymakers. The study suggests continuing blended learning systems in higher education institutions to ensure extended access to equitable education and the sustainability of online learning practices.
Published Version
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