Abstract
ABSTRACT In view of the COVID-19 virus, many institutions had to abruptly switch from face-to-face, traditional teaching approach to online, and some institutions adopted the hybrid approach. Faculties were undergoing training to develop or enhance their skills for online teaching mode, and students were trying to adapt to the new learning platform, which undoubtedly affected their engagement and perceived learning. The purpose of this study is to identify the challenges experienced by the students while participating in the hybrid or face-to-face, synchronous or asynchronous learning modes or platforms due to COVID. Specifically, this study investigated the students': (1) participation or engagement preferences for online or face-to-face classes, (2) perception of the effect of the learning platform on their digital literacy, (3) preference for learning platform/mode, (4) perception of the learning platform’s effect on their interpersonal relationship (social skills), (5) preference for testing platform and their collaboration tendency, and (6) perception of the quality of their online learning environment and digital access equipment. The subjects included 83 students who enrolled in economics class and 46 who enrolled in accounting classes. The data were collected using a survey questionnaire provided through a Qualtrics link to 129 participants. The data were analyzed using the SPSS version 27. Results showed those who liked online learning platform have a perceived better learning online, and similarly, those who liked face-to-face learning environment have a perceived better learning on face-to-face environment. Those who like online learning platform are more engaged and participate in online activities. They also prefer taking their tests online. Other avenues for further research and some of the limitations are presented in the paper. Keywords Face-to-face engagement, participation, online testing, learning environment, COVID.
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