Logging in but tuning out – the experience of online learning among Trinidadian students

Abstract

ABSTRACT Trinidad’s educational system is typically based upon traditional methods of instruction. Even though there are a few opportunities for blended learning offered by some tertiary institutions, teaching and learning from preschool to the tertiary levels mostly employ conventional models of face-to-face classroom interaction. However, the sudden outbreak of the COVID-19 virus challenged global educational systems to make an almost overnight shift to an online model. Caribbean territories such as Trinidad responded similarly by having all students log on to attend classes. Although this distance learning response permitted continuity of schooling throughout the island, bland class sessions, boring approaches to teaching and a dearth of self-motivation curtailed its success and instead created a learning crisis among students. This qualitative research explored the experience of online learning among 20 Trinidadian students who expressed joy in using technology but displeasure in unvaried teaching strategies and boring classes. Despite its small sample size and inability to make generalisations, this study can inform future policy on improving online educational offerings in Trinidad and expand the current discussions on distance learning in the Caribbean. Local practitioners can utilise the study’s conclusions and recommendations to better understand students’ perception of online learning and ultimately refine their online instructional practices.