Perception of Students and Teachers Regarding Online Teaching-learning During Covid-19 at University Level

Abstract

The COVID-19 pandemic has led to a significant shift towards online teaching-learning practices, disrupting traditional methods at the university level. This review analyzes 35 studies using content analysis to understand the perceptions of students and teachers towards online learning during this time. The findings indicate that the shift to online learning has created both challenges and opportunities for students and teachers. For students, challenges included technical issues, lack of social interaction, and reduced motivation, while opportunities included flexibility, self-paced learning, and increased access to resources. For teachers, challenges included adapting to online platforms, providing effective feedback, and maintaining student engagement, while opportunities included innovation, creativity, and improved teaching skills. Factors that influenced perceptions of online teaching-learning included technology infrastructure and accessibility, student and teacher demographics and background, institutional policies and support, and sociocultural and environmental factors. The review recommends improving the quality of online teaching-learning experiences by providing adequate technological support and training for both students and teachers, promoting interaction and engagement, and providing effective feedback. This study has significant implications for the field of education, emphasizing the need for continuous adaptation and improvement to ensure equitable access to education for all students. This review provides valuable insight into the perceptions of students and teachers towards online teaching-learning during COVID-19. However, limitations and challenges of the study include the limited number of studies analyzed and the heterogeneity of the findings. Future research should focus on the long-term impact of online teaching-learning on student and teacher performance, engagement, and satisfaction, as well as the implications for policy and practice. Overall, the review underscores the importance of considering the various factors that affect the perceptions of online teaching-learning and the need for continuous adaptation and improvement to ensure equitable access to education for all students.