Abstract
The coronavirus (COVID-19) was declared a global pandemic on 12 March 2020 and social distancing was adopted in many places to contain the problem. Indeed, numerous countries around the world decided to close educational institutions nationwide to prevent or contain the spread of the virus, significantly affecting the learning of millions of students in higher education institutions. COVID-19 has highlighted the problem of the management of classroom teaching and learning processes worldwide. Online learning, which involves interactions that are mediated through using digital, typically internet-based, technology, is pervasive, multi-faceted, and evolving, creating opportunities and challenges for educational research in the wake of the COVID-19 pandemic. The present study aims to investigate the challenges of online learning and suggestions to improve student engagement through the intersection of educational technology, and online platforms that stimulate the learning sciences in higher education institutions.
TopIntroduction
Online learning is a form of education that uses the Internet and digital technologies to deliver and facilitate learning. Online learning has become increasingly popular and accessible in recent years, especially due to the COVID-19 pandemic that forced many educational institutions to shift to online modes of instruction (Singh, 2022). Online learning has been growing rapidly in higher education institutions around the world, as it offers many benefits for both students and instructors. Some of these benefits include flexibility, convenience, cost-effectiveness, scalability, diversity, personalization, and innovation. Online learning also enables learners to access a wide range of courses and resources that may not be available in traditional classrooms. However, online learning also poses many challenges and issues for both educators and learners. Online learners face various difficulties that can affect their engagement and performance in online courses. Some of these difficulties include technical issues, such as unreliable Internet connection, incompatible devices or software, or lack of technical support; lack of interaction, such as limited communication or feedback from instructors or peers, or feelings of isolation or loneliness; lack of motivation, such as difficulty in staying focused or managing time, or lack of interest or relevance in the course content ; lack of personalization, such as difficulty in adapting to different learning styles or preferences, or lack of choice or control over the learning process ; time management issues, such as difficulty in balancing multiple commitments or responsibilities, or coping with workload or deadlines; and accessibility issues, such as difficulty in accessing the course materials or activities due to physical, sensory, cognitive, or emotional barriers (Singh, 2022).These challenges can have negative impacts on the quality and effectiveness of online learning. For instance, they can reduce student engagement. Student engagement is one of the key factors that influences the effectiveness and success of online learning. Student engagement refers to the degree of attention, interest, curiosity, and involvement that students show in their learning process. Engaged students are more likely to persist, achieve, and enjoy their online learning experience. Therefore, it is important for online educators to design and implement strategies that can enhance student engagement in online learning environments. The purpose of this study is to explore the challenges of online learning from the perspectives of students and instructors who are involved in online learning at a higher education institution. The study also suggests some strategies to enhance student engagement in online courses based on the findings. The study uses a mixed-methods approach, combining quantitative and qualitative data collection and analysis methods. The study employs surveys, interviews, and observations as data collection instruments. The study uses a sample of students and instructors who are enrolled or teaching online courses at a higher education institution. The study analyses the data using descriptive and inferential statistics for the survey data; thematic analysis for the interview data; and content analysis for the observation data.The study contributes to the literature on online learning by providing insights into the challenges and solutions of online learning in higher education. The study also offers practical implications for improving student engagement and learning outcomes in online courses. The study provides recommendations for students, instructors, administrators, policymakers, and researchers who are interested or involved in online learning.
Key Terms in this Chapter
Online Community: An online community is a virtual space where students, instructors, and peers can connect, share information, and engage in discussions related to their coursework.( Rheingold, H., 2000 )
Formative Assessment: Formative assessment involves ongoing, in-process evaluations of student learning to provide feedback for improvement, rather than assigning grades.( Black, P., & Wiliam, D., 1998 )
ChatBot: A chatbot is a computer program or artificial intelligence (AI) application designed to simulate human conversation and provide automated responses to user inputs or queries. Chatbots can interact with users through text-based or voice-based interfaces, typically in natural language, and are often used in customer support, virtual assistants, and other applications to facilitate communication and perform tasks without human intervention.( Sundararajan, V., 2016 )
Digital Literacy: Digital literacy refers to the ability to use digital technologies, including computers, software, and online resources, effectively for learning, communication, and problem-solving.( Gilster, P., 1997 )
Instructor Presence: Instructor presence refers to the active involvement, communication, and availability of instructors in the online learning environment, which fosters a sense of teacher-student connection. ( Anderson et al., 2001 )
Access Equity: Access equity in online learning refers to ensuring that all students have equal opportunities and resources to participate in online courses, regardless of socioeconomic or geographic factors.( Bates, A. W., & Sangrà, A., 2011 )
Synchronous Learning: Synchronous learning involves real-time interactions between instructors and students, often conducted through live video conferencing or chat sessions, allowing for immediate communication and feedback. ( Palloff, R. M., & Pratt, K., 2013 )
Student Engagement: Student engagement refers to the level of involvement, interaction, and active participation of students in the learning process, which contributes to their overall learning experience. ( Kuh, G. D., 2009 )
Asynchronous Learning: Asynchronous learning refers to a type of online learning where students access course materials and complete assignments at their own pace, without the need for real-time interaction with instructors or peers. ( Boettcher, J. V., & Conrad, R., 2016 )
Peer Assessment: Peer assessment involves students evaluating the work of their peers, providing feedback, and assigning grades based on specified criteria, promoting peer learning and self-regulation.( Topping, K., 1998 )
Learning Analytics: Learning analytics is the collection, analysis, and interpretation of data from online learning environments to understand and enhance the learning process and outcomes.( Siemens, G., & Long, P., 2011 )
E-Learning Pedagogy: E-learning pedagogy refers to the instructional strategies, methods, and approaches used in designing and delivering effective online courses, emphasizing learner-centered practices.( Anderson, T., & Dron, J., 2011 )
Learning Management System (LMS): A Learning Management System is a software platform used by educational institutions to manage and deliver online courses, including course content, assessments, and communication tools.( Dabbagh, N., & Bannan-Ritland, B., 2005 )
Flipped Classroom: The flipped classroom is an instructional model where traditional in-class lectures are replaced with online learning activities, allowing class time to be dedicated to interactive discussions and problem-solving.( Bergmann, J., & Sams, A., 2012 )
Self-Motivation: Self-motivation is the internal drive or willingness of students to set and achieve their learning goals in an online environment without external pressure.( Deci, E. L., & Ryan, R. M., 2000 )
Hybrid Learning: Hybrid learning, also known as blended learning, combines both in-person and online instructional methods within a single course, offering students a mix of traditional and digital learning experiences.(Garrison, D. R., & Vaughan, N. D. AU82: The in-text citation "Garrison, D. R., & Vaughan, N. D." is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , 2008)