Perceptions Of Online Learning Research Articles

Online Learning and its Transformative Impact on Digital Learning in Higher Education Institutions

The COVID-19 pandemic has catalysed a significant transformation in higher education, accelerating the adoption of digital learning methodologies and challenging traditional pedagogical approaches. This study employs a mixed-methods approach to investigate online education's efficacy during this transition. A questionnaire administered to students (n=36) explores their experiences, challenges and perceptions of online learning, aligned with the TPACK framework. Additionally, semi-structured interviews with teachers examine their strategies, approaches and assessment methods online. By integrating insights from both students and educators, the study aims to provide recommendations for overcoming identified constraints in online education. The research also explores gender differences and motivational levels among participants, offering a comprehensive understanding of factors impacting online education. Findings will elucidate the current state of online education in higher education institutions and identify areas requiring improvement. As academia shifts towards blended learning, open education and digital learning, this study contributes to facilitating the effective implementation of online teaching and learning practices among students and teachers.

The texture of parental experiences with online learning: the interplay of norms, relationships, and emotions

This article reports findings from a mixed-method study investigating parents’ perspectives and experiences in navigating their children’s online learning during the COVID-19 pandemic. The study involved surveys of parents (n = 775) and interviews (n = 32) conducted in eight primary schools in Hong Kong. Statistical analyses revealed that parents’ perceptions of online learning (PPOL) were positively affected by their self-efficacy in providing online learning support, their expectations for parent-teacher communication, and their satisfaction with schools’ support. Conversely, increased levels of parental engagement and stress, and the need for regular school updates negatively affected PPOL. Qualitative findings showed that parents’ perspectives were influenced by experiences tied to their normative role expectations and their perceptions of teachers and schools, which subsequently shaped their emotional responses to online learning. These findings offer nuanced insights for developing policies and practices aimed at better supporting parents’ engagement in the digital era.

Interest and motivation of disadvantaged students toward online learning during the COVID-19 pandemic in Nepal

Online learning and teaching during the COVID-19 pandemic had mixed impacts on students’ accessibility and performance. It benefited the concerned stakeholders, including management, teachers, and the students, to retain in the system, but it reinforced pre-existing discrimination among students from various disadvantaged groups. Studies reveal that the online learning system created an environment that facilitated students’ motive and interest in learning who disengaged themselves from classrooms due to various socioeconomic reasons during the pandemic. The present study explored students’ experience and perception of online learning in Nepal and analyzed the predictors of their interest in participating in the new learning environments. More specifically, it studied how the online modes of learning were associated with the interests of disadvantaged higher education students in their academic pursuits during the COVID-19 pandemic and how online learning impacted the pre-existing discrimination among them. The study generated concepts and variables drawing from the technology acceptance model (TAM) and a review of existing literature. A survey among 324 higher education students and a follow-up interview among nine selected respondents were conducted in Nepal between April and June 2021. The sample represented students from all social classes, genders, financial status, and geographies. Using a logistic regression model of the survey data and thematic analysis of interviews, this study found that compared to others, students from disadvantaged groups were significantly motivated by the online learning system. Their perception of online learning was positive despite the shortcomings of the system, such as the lack of internet infrastructure and the continuous flow of electricity. Students’ motivation toward the online learning system was triggered by their perception, which helped them to retain and continue in the higher education system. Based on the findings, this study concludes that in a developing country like Nepal, where students face social, economic, and geographical challenges in accessing higher education, the online learning system could be an effective alternative to traditional face-to-face learning to minimize pre-existing discrimination.

University Student Perceptions of Online Learning in Jordan

This research paper examined Jordanian university students' perceptions of online learning in terms of knowledge, attitude, and practice (variables of the KAP model). It also investigated the relationship between their perceptions of online learning and their academic performance. students' perceptions of variables of the KAP model toward online learning were measured through an online questionnaire distributed to Jordanian universities students. Academic performance was also measured by identifying students' perceptions of their academic performance after switching to online learning due to COVID-19. One-sample t-test results indicated that the means of responses fall within the area of agreement (agree and strongly agree) regarding students' perceptions of online learning in terms of knowledge, attitudes, and performance without any significant differences. Correlation and regression analysis showed statistically significant relationships between students' perceptions of their knowledge, attitudes and practices toward online learning and their academic performance. Such a positive perception of students towards online learning can be implied by educational institutions and educators to put the best use of online learning as a starting point to complement traditional face-to-face teaching by investing in technologies that support online learning, and by enhancing and improving online platforms to deliver course materials, provide additional resources, and facilitate discussions and collaboration among students in a more effective, efficient way.

Saudi female students’ perceptions of the Community of Inquiry in online learning environments

Distance Education in Saudi Arabia is experiencing a steady increase in female student enrollments due to a number of factors including increased E-learning modalities. E-learning provides more equal learning opportunities than traditional gender-segregated face-to-face classes because online learning environments have fewer gender restrictions. This allows women to participate more equally in higher education and benefit from the expertize of male instructors. This study examines Saudi female students’ perceptions of online learning in university courses taught by male instructors. It documents the supports and challenges female students encountered when they took these courses and considers cognitive, social, and teaching presence. Recommendations include providing faculty training and professional development programs to build online teaching confidence and equip faculty members with teaching skills in culturally specific teaching contexts.

Factors influencing undergraduate students’ engagement in online learning: a PLS-SEM approach

ABSTRACT Effective engagement during online learning is essential for achieving successful student outcomes. This study aims to determine the level of engagement among undergraduate students and its influencing factors during the online learning process. Data were collected from a sample of 609 undergraduate students, taken from four public and private universities in Malaysia. Results showed that undergradaute students have a moderate level of engagement during online learning. Their engagement was significantly influenced by perceptions of online learning, experiences in online learning, and online self-regulation skills, as demonstrated by the results of partial least square-structural equation modeling (PLS-SEM). These factors accounted for 63.7% of the variance in students’ engagement (R2 = .637, p < 0.01). The implications of the study were discussed.

Students’ Perceptions of Online Learning in Writing Descriptive Text on Students of the Faculty of Economics and Business, Mahendradatta University

The purpose of this study was to determine the students' perceptions of online learning in writing descriptive text, which included recognize, make stimuli, experiences, knowledge, motivation, social interaction, understanding, acceptance, responses, and future solutions regarding online learning itself in on students of the Faculty of Economics and Business, Mahendradatta University for third semester, which was done by the english lecturer. In this study, a descriptive qualitative research design was used. An english teacher and 45 students who had completed online learning participated in this study. The teacher's utterances and questionnaire answer sheets were used as data sources in this study. The data was gathered through interviews with the teacher and the distribution of a Google Form questionnaire to the online learning students. According to the findings of the interview, perception related to the teacher explains english material well through online learning with a percentage of 62,9%. It can be concluded that students' perceptions of online English learning during the Covid-19 pandemic are positive and can be effectively implemented.

Nursing Students’ Perception and Attitude towards Online Learning during COVID-19 Pandemic in Nigeria

The COVID-19 pandemic affected nursing students dramatically when the clinical sites and the onsite classrooms closed to physical participation. The study is on nursing students’ perception, attitude and perceived benefits of online learning during the COVID-19 Pandemic. Methods: This is a descriptive cross-sectional online survey of nursing students. A multistage sampling technique was used for the study. Data were collected using Google Forms from 429 nursing students. Descriptive data of respondents were presented in tables, charts, percentages, means, and standard deviation, while the inferential data were tested with Chi-square at a significance level of P&lt; 0.05. Results: Mean age is 23.15± 3.10 years, 396(92.3%) had positive perception and 396(92.3%) had a good attitude towards online learning. There is a relationship between the perception of online learning and attitudes toward online learning as all the variables showed a statistically significant relationship of p&lt;0.001. Conclusion: Nursing students had a positive view of online learning in nursing education. To be successful, online learning must be reliable, accessible, and user‐friendly with tech support available 24 hours a day.

Obstacles of Online Learning Facing Nursing Students after the COVID-19 Pandemic.

After the COVID-19 pandemic, the online style of instruction started to replace the traditional style in Jordan. This study aims to (1) assess the nursing students' perceived obstacles to online learning in Jordan; (2) explore significant relationships between participants' characteristics and their perceived obstacles; and (3) assess for significant differences in the perceived obstacles based on participants' characteristics. A cross-sectional, descriptive design was utilized in this study. A convenient sample of 325 nursing students responded to a self-reported questionnaire utilizing Google Forms. Both descriptive and inferential statistics were used to analyze the dataset using the SPSS software. The mean scores of the obstacles to online learning were 2.94 (SD = 0.95) for the academic obstacles subscale, 2.90 (SD = 0.83) for the technological obstacles subscale, and 3.25 (SD = 1.00) for the administrative obstacles subscale. Significant associations were found between participants' characteristics and perceived obstacles to online learning. For instance, the type of university was significantly associated with academic (r = -0.32, p < 0.01), technological (r = -0.21, p < 0.01), and administrative obstacles (r = -0.32, p < 0.01). Furthermore, significant differences were found in the perceived obstacles based on the participants' demographic and studentship-related characteristics. According to their perceptions of online learning, nursing students in Jordan face three types of obstacles: academic, technical, and administrative. Decision-makers should intervene to enhance the online learning experience by overcoming the reported obstacles.

The application of Moore's online learning interactions model in learning outcomes: The SOR (stimulus-organism-response) paradigm perspective

This study presents an in-depth exploration of the impact of online learning interactions on student learning outcomes. Drawing from the Stimulus-Organism-Response (SOR) paradigm, our study focuses on the effects of online learning interactions on learners' perception usefulness and ease of use, subsequently impacting their learning outcomes. The study employs a quantitative research methodology, gathering data from a sample of 397 students enrolled in various higher education institutions across China. Data collection involved administering structured questionnaires that were designed to quantitatively assess the three components of the SOR model: stimulus (online learning interactions), organism (students' perceptions), and response (learning outcomes). The measurement model assessment and structural model assessment were conducted. Our findings reveal that online learning interactions can effectively enhance learners' perception of online learning (usefulness and ease of use), thereby influencing their learning outcomes. Notably, perceived usefulness negatively mediates the relationship between online learning interactions and learning outcomes, while perceived ease of use positively mediates this relationship. These findings offer both theoretical and practical implications.

Pengaruh Pendapatan dan Persepsi Orang Tua Mengenai Pembelajaran Online Di Masa Pandemi Covid-19 Terhadap Minat Masuk Perguruan Tinggi di Kecamatan Ende Tengah

This study aims to determine the effect of income and parental perceptions of online learning during the COVID-19 pandemic on interest in entering higher education in the district of Central Ende. The type of research used is quantitative and qualitative research with observation data collection techniques and questionnaires. The data analysis technique used classical assumption test and multiple regression analysis. The results showed that there was no significant influence between parental income on interest in entering higher education in Central Ende sub-district and there was a positive and significant influence between parents' perceptions of online learning during the COVID-19 pandemic on interest in entering higher education in Central Ende sub-district.

Parent’s Perceptions of Online Learning during Covid-19 Pandemic: The Road Ahead

This study explored parents’ perceptions pertaining online learning in the state of Qatar during Covid-19 pandemic. 688 parents were surveyed and data was analyzed statistically using SPSS 28.0. Findings suggest that parents perceived online learning positively only when a set of conditions coexisted, including parental readiness, school support, and abundance of online resources. Moreover, parents viewed in-person learning to be of higher quality than remote learning, believing that academic progress and wellbeing were stymied through online learning. Moreover, parents suggested a road map for leveraging the quality of online learning, which sheds light on the importance of a solution that is family-centered, accounting for parental multi-tasking; apprehending economic and social pressures; responding to the cultural context; and securing student wellbeing.

Teachers’ Perceptions of Online Learning During the COVID-19 Pandemic: Challenges and Opportunities

The COVID-19 pandemic forced educators worldwide to rapidly adapt to online learning platforms. This research explores teachers’ perceptions of this transition in a range of subjects and educational levels. Through qualitative interviews with 50 educators, the study identifies key challenges, such as technical difficulties and lack of student engagement, alongside opportunities for innovation and personalized learning. Findings suggest that while online teaching posed significant hurdles, it also provided teachers with new ways to engage students and improve pedagogical practices.

Predicting Academic Performance in Mathematics through Online Learning Constructs and Content Proficiencies

This study explores the evaluation of online distance learning as a significant alternative to traditional education, specifically focusing on its application in Grade 11 mathematics education. The research, conducted in six public senior high schools in Quezon City District IV, employs a descriptive-correlational design and involves 873 Grade 11 students attending online classes. Constructs of online learning, including motivation, access and use of technology, perception, self-directed learning, and online teaching approaches, were examined to understand their impact on mathematics academic performance. The findings revealed that students strongly embraced self-directed learning in the online environment, demonstrating high motivation. Positive feedback was observed towards technology use, online teaching approaches, and the overall perception of online learning. Academic performance was generally satisfactory, with diverse achievements in content-based competencies like Functions and Their Graphs, Mathematics of Investment, and Math Logic. Significant low positive relationships were identified between mathematics academic performance and online learning constructs, as well as content-based competencies. Key predictors of mathematics academic performance included motivation, technology access and use, and online teaching approaches. However, the perception of online learning and self-directed learning did not significantly predict academic performance. These findings contribute to a multiple linear regression model explaining 24% of the variance, highlighting the need to optimize online learning for enhanced mathematics academic performance. Recommendations include students enhancing technology skills and self-directed learning, considering specialized mathematics classes, teachers intensifying instruction in crucial areas, and the Department of Education sustaining the Open High School program while simplifying essential learning competencies in General Mathematics. Future research should explore additional online learning factors for a comprehensive understanding of the subject.

COVID-19 Pandemic: Malaysian Undergraduate Students’ Perceptions of Online Learning

The Covid-19 pandemic has introduced a new normal characterized by online learning. Students and instructors have been forced to familiarize with the online technologies and media that will foster learning. While many institutions and learners have embraced it, they have different perceptions of online learning depending on their experiences. The following research, therefore, seeks to research on Malaysian undergraduate students’ perception of online learning. Participants were obtained from one of the Malaysian universities. Ten participants engaged in the research and data was collected using a semi-structured interview where the participants were asked questions related to the topic. On the type of media commonly used by the leaners, all said that they preferred WhatsApp groups while 30% and 10% preferred zoom meeting and Moodle respectively. On whether the faculty had adequate resources, 70% of the participants agreed while the rest disagreed stating that they miss lessons as a result of insufficient resources. 80% of the learners also pointed out the intensity and quality of the internet as the main issue. Moreover, they were being given more assignments than course material because of the low innovation among undergraduate teachers. Half of the participants agreed that teachers had adequate resources to facilitate online learning.

Exploring undergraduates’ perceptions of and engagement in an AI-enhanced online course

In the age of globalization, an internet connection has become essential for enhancing various human activities across the economic, cultural, and defense sectors, among others. This is particularly true for online classrooms. Microsoft Teams, a widely used digital education platform, provides capabilities that allow online teachers to facilitate better interactions and create more effective learning environments in online settings. This study aimed to explore students’ perceptions of synchronous online learning that occurred in an AI-enhanced online course, delivered using MS Teams. As an explorative study that examines the educational intersection of engineering and artificial intelligence, it represents the convergence of these two branches of learning and thus enriches both fields. The research involved 35 online students at the Staffordshire University, with data collected via online questionnaires to gather information about students’ perceptions of online learning through Microsoft Teams. After completing the online course materials, the questionnaires were distributed to students via Google Forms. The data were then descriptively analyzed. The study’s findings revealed that although online learning through Microsoft Teams was a novel experience for the students, the platform’s interactive and engaging learning environment motivated them to participate more actively, ultimately leading to a better comprehension of the course materials. Incorporating AI-enhanced features within the Microsoft Teams platform further augmented the online learning experience, as students appreciated the personalized learning recommendations and real-time feedback, which showcases the synergistic potential of AI and education in the digital age.

Perception of Online Learning on Academic Performance of UMT Students, Lahore

Background: With online learning becoming an established facet of modern education, understanding its reception among specific student populations is crucial. This study offers a critical perspective on E-learning's impact by focusing on the academic performance of undergraduates at the University of Management and Technology (UMT), Lahore. Objective: The objective was to explore the differential effects of online learning on two distinct student groups within UMT, those in the Doctor of Physical Therapy (DPT) and Doctor of Nutritional Sciences (DNS) programs, thereby assessing the broader implications for academic performance. Methodology: A purposive sampling strategy was employed to conduct a cross-sectional survey with 200 UMT students, equally split between the DPT and DNS programs. The survey consisted of 26 closed-ended questions designed to capture students' attitudes toward online learning. Results: The survey elucidated a spectrum of responses: 12% of students strongly endorsed online learning, 30% were satisfied, and 31% remained ambivalent. In terms of learning quality, 32% perceived an improvement, with 14.5% strongly concurring. Neutral responses were evident in 31.5% of participants, while 18.5% disagreed and 8% strongly rejected the premise that online learning enhanced educational quality. Notably, 12% strongly affirmed satisfaction with E-learning. Conclusion: The prevailing sentiment toward online learning among UMT students is one of cautious optimism, characterized by a majority indicating approval or neutrality. However, the notable minority exhibiting disapproval suggests a need for a reassessment of online pedagogical methods. The study underscores the importance of developing adaptive teaching strategies that are responsive to the diverse needs and preferences of the student body, aiming to elevate academic performance across all sectors of the university.

Senior High School Students’ Perceptions of Online Learning During the Pandemic Era

This descriptive qualitative study is based on the implementation of online learning by the government during the pandemic era. Online learning system requires students and teachers to take advantage of existing technology to keep learning even though they do not meet each other. During the pandemic, almost all students in Indonesia experienced online learning by utilizing applications such as zoom and google meet. The purpose of this study is to discover the perceptions of XI grade students at SMA N 1 Patimuan for the academic year of 2021/2022 during the implementation of online learning in the pandemic era. All data obtained through questionnaires distributed using google form. The subjects of this study were the 112 students of XI grade at the SMA N 1 Patimuan. The study found that students felt dissatisfied and experienced some challenges during the implementation of online learning. From their point of view, the disadvantages of online classes outnumber the benefits. The lack of understanding about online learning applications, weak internet connectivity, poor interaction with others, and hard to understand the materials are the most challenges found

Perceived Skill Gaps among Students Due to Reduced Onsite Laboratory Activity

This study investigates skill gaps in the College of International Tourism and Hospitality Management due to reduced onsite laboratory classes during the COVID-19 pandemic. Significant correlations reveal interventions needed in specific courses, while students in Tourism Management report positive responses to virtual learning opportunities. Data from 65 respondents were gathered using a researcher-made survey. Descriptive methods and statistical analyses, including weighted mean and Pearson correlation, were employed to examine the research objectives. The study emphasizes the importance of hands-on experiential learning in Tourism and Hospitality programs and proposes guidelines to address skill gaps effectively. Further research is recommended to support identified gaps, expand to other programs, enhance guidelines, and explore technology for remote laboratory activities. Key Words: COVID-19, Online classes, Distance Learning, Laboratory, Instruction, perceptions of online learning, education during COVID-19, blended learning, Hospitality Education

Perceptions of Online Learning Among Instructors: How to Maximize Instructors’ Competencies in Virtual and Blended Learning

Purpose: This study aims to evaluate instructors' perceptions of e-learning at the Public Authority For Applied Education and Training (PAAET) in Kuwait. It sheds light on the effectiveness of Ms-Teams as a learning management tool used by instructors and students. The outcome of the study will help to introduce guidelines for enhancing the role of instructors in virtual and blended learning. . Theoretical framework: Information technology will change education if used properly by skilled teachers. Technology's rapid adoption and investment have changed education, and instructors are crucial to 21st-century learning standards and methods. Because AI, advanced technology, and automation will rule the future, the next generation of workers must be tech-savvy. This study will identify instructors' digital skills and provide recommendations and a road map to support advanced technological tools and new innovative learning strategies in human resource management. Design/Methodology/Approach: The research used both qualitative and quantitative methods. A focus group session was conducted to investigate further, and the results of the session helped shape a survey questionnaire that was distributed to 161 instructors at PAAET. The survey aimed to identify the challenges and opportunities presented by online learning. Findings: Instructors have a positive view of online learning and Ms Teams as a learning management. The study also found some obstacles to online learning platform implementation. These issues include poor helpdesk support, training, management motivation, and electronic educational resources. These obstacles must be overcome for PAAET to adopt a learning system that improves academic performance. No significant gender differences in instructors' perceptions are found. Originality/Value: This study should help education policymakers be more brave when investing in IT and human resources "Instructors" to create a better and more competitive teaching and learning environment. This study proposes an HRM-based framework to improve digital instructors and the educational process.