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Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study

Education sciences, 2021-08, Vol.11 (8), p.403 [Peer Reviewed Journal]

2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci11080403

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Title:
Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study
Author: Cranfield, Desireé J. ; Tick, Andrea ; Venter, Isabella M. ; Blignaut, Renette J. ; Renaud, Karen
Subjects: Access to Computers ; Age Differences ; Comparative analysis ; Coronaviruses ; COVID-19 ; Cultural Differences ; Culture ; Decision trees ; Distance learning ; education ; Educational Environment ; Electronic Learning ; emergency online learning ; Emergency Programs ; Family Environment ; Foreign Countries ; Higher education ; higher education teaching ; Independent Study ; Individualism ; Internet ; Internet access ; Learner Engagement ; Medical research ; Online instruction ; Pandemics ; Power ; Preferences ; Questionnaires ; School environment ; Skill Development ; Smartphones ; Society ; student learning experience ; Student Participation ; Students ; Technological Literacy ; Undergraduate Students
Is Part Of: Education sciences, 2021-08, Vol.11 (8), p.403
Description: The pandemic and subsequent ‘lockdowns’ dramatically changed the educational landscape of higher education institutions. Before-COVID-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher education institutions. All services migrated to digital platforms, leading to a period of “emergency eLearning”. The full impact of this sudden shift to digital platforms on all cohorts of students is still unclear. A measure of disruption to the normal student learning experience, especially for those attending traditional universities, was inevitable. Moreover, this disruption was varied depending on the University’s country and the country’s lockdown logistics. This international, comparative, quantitative research project investigated and explored higher education students’ perceptions of emergency eLearning during the COVID-19 pandemic. Experiences of students at universities in three countries were evaluated in terms of four dimensions: (1) home learning environment, (2) engagement, (3) participation preference, and (4) impact on learning skills. The research revealed significant differences between the participating universities students’ experiences. The most important differences were in the ‘home learning environment’, followed by ‘engagement’ and the perception of ‘impact on learning skills’. The differences in the ‘home learning environment’ can be attributed to the differing economic and digital development of the surveyed countries: South Africa, Wales, and Hungary. Finally, different cultural backgrounds suggest a noticeable difference in student engagement, participation, and learning skills.
Publisher: Basel: MDPI AG
Language: English
Identifier: ISSN: 2227-7102
EISSN: 2227-7102
DOI: 10.3390/educsci11080403
Source: ProQuest Databases
ERIC Full Text Only (Discovery)
Coronavirus Research Database
DOAJ Directory of Open Access Journals

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Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study

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