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Online learning during a global pandemic: Perceived benefits and issues in higher education

Knowledge management & e-learning, 2021-06, Vol.13 (2), p.161-181 [Peer Reviewed Journal]

2021. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2073-7904 ;EISSN: 2073-7904 ;EISSN: 2309-5008 ;DOI: 10.34105/j.kmel.2021.13.009

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  • Title:
    Online learning during a global pandemic: Perceived benefits and issues in higher education
  • Author: Weldon, Anthony ; Ma, Will W K ; Ho, Indy M K ; Li, Emil ; | |
  • Subjects: Access to Computers ; Barriers ; CAI ; College Faculty ; College Students ; Computer assisted instruction ; course satisfaction ; COVID-19 ; Delivery Systems ; Distance learning ; distanced learning ; e-learning ; Education ; Educational Benefits ; Educational Quality ; Electronic Learning ; Foreign Countries ; Higher Education ; learning quality ; online course ; Pandemics ; Privacy ; Satisfaction ; Students ; Teachers ; teaching quality
  • Is Part Of: Knowledge management & e-learning, 2021-06, Vol.13 (2), p.161-181
  • Description: The COVID-19 pandemic has created substantial challenges across higher education, requiring academic institutes to conduct all teaching, learning, and assessments remotely online. To obtain a stronger understanding of the opinions of teachers and students in Hong Kong during this period, an anonymous online survey was distributed to all teachers and students at a higher education institute. Overall, 48 teachers and 425 students responded to the survey. This paper specifically analyzes the responses to open-ended questions from the survey to identify key topics and concepts. Open coding was used to obtain key terms, which were further grouped into categories. Results indicated that higher education teachers and students had similar issues (e.g., access to digital devices and software) and benefits (e.g., flexible scheduling and time arrangements) regarding online education. However, some categories were reported as both issues and benefits by teachers and students (e.g., communication/interaction), demonstrating that individual circumstances, abilities, preferences, and experiences, may influence satisfaction levels. Furthermore, results indicated that the delivery of quality online education enforced during a pandemic requires a multi-factorial and tailored approach. The information presented in this study will help higher education institutes to develop, redefine, and re-conceptualize online learning initiatives.
  • Publisher: Hong Kong: The University of Hong Kong - Faculty of Education
  • Language: English
  • Identifier: ISSN: 2073-7904
    EISSN: 2073-7904
    EISSN: 2309-5008
    DOI: 10.34105/j.kmel.2021.13.009
  • Source: ERIC Full Text Only (Discovery)
    Coronavirus Research Database
    ProQuest Central
    DOAJ Directory of Open Access Journals
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