Resourcing as an Antecedent of Effective Online Learning Adaptation in the Face of COVID-19: The Case of Papua New Guinea University of Technology (PNGUoT)

Abstract

This pandemic has utterly disrupted traditional education systems around the world. Even as a global search for sure-fire innovative solutions to the pandemic rages on, it is increasingly becoming clear that online teaching is no more of an option but, a necessity; changes that were occasioned by COVID-19 might be here to stay! While some are nervous that the abrupt unprecedented pivot to online delivery mode might result in a poor user experience that could stifle sustained growth, others are optimistic that a new normal of learning has emerged with significant takeaways. This study sought to examine how universities are adapting to the new normal of teaching online using a case study of PNGUoT. While acknowledging that the transition to online, asynchronous learning poses just as many challenges for students as it does academics, the study delves into the potential confluence of forces that are antecedents to effective online learning such as institutional policies, media, instructors and learners, and seeks to establish whether they can meaningfully predict effective online learning. A systematic search from literature coupled with the study findings suggests a moderately strong positive effect of resourcing on effective online learning thereby rejecting a null hypothesis and accepting its alternate. The study concludes that the adoption of online learning will continue to persist in the post-pandemic era and as such, therefore, stakeholders in the education space must bolster their capabilities to provide quality online learning as a panacea.