My research topic: How student learning
changed due to

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My research topic: How student learning
changed due to covid-19 pandemic.

Ashok Bairwa [T] (Tutor+C.A.) · Accepted Answer

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How student learning change due to COVID-19 pandemic

In the wake of COVID-19, the world's education system stopped down. Before the advent of the pandemic, traditional classrooms have been the norm for both educators and students (Lapitan et al 1016). However, COVID-19 has shown the value of online education (Dhawan 6). Thus, the study aims to highlight the long-term implications of the changed learning pattern due to COVID 19, followed by the viewpoints of teachers and students. In this context, the study aims to offer light on the long-term effects of COVID 19's altered learning pattern, followed by a discussion of teachers' and students' perspectives. In terms of the long-term effects of changed learning pattern due to COVID 19, it is obvious that the COVID-19 pandemic propagated the use of the internet for education and induced a shift toward a more student-focused approach to learning. This is helpful because traditional classrooms centred on the instructor imparting knowledge to the students (Yi et al. 461). Previous study pointed out that “Perhaps the most important finding was that online instruction enabled students to reflect on their learning and to learn about themselves.” (Roach and Lemasters 320). This indicates that students who pursue online education on their own initiative play a crucial role in developing their skills as self-directed learners (Singaram et al. 35). It is also been reported that “…….in terms of grade categories such A, B+, and B, students demonstrated better academic performance in DL than in F2F learning.  Similarly,  findings reveal a significant difference between F2F learning and DL for both SGPA and overall GPA” (Refae et al. 104). Moreover, with the advent of online education due to COVID-19, the students got the chance to become familiar with technologies. According  to  study “………there was a significant increase in the use of technology and internet literacy where downloading, uploading, attending workshops, webinars, and online competitions increased in frequency by using many online learning applications” (Sari 43).  Moreover, the students also get increased enthusiasm for collaboration due to online learning.  As per the study “….there was a positive statistically significant effect of interaction through the electronic platform on students' motivation to learn” (Almaleki et al. 92).

From a student's perspective, their degree of motivation to study gets impaired when they are not provided with an optimal learning context at home, which is made more difficult by a change in learning strategy. Problems with technology, such as a malfunctioning computer, insufficient data plans, or a single gadget being shared among multiple members of the same household, are often cited as causes of a decline in their motivation of learning (Teodorescu et al 4-6). Moreover, lack of engagement with the professor to execute course assessment assignment, inadequate knowledge to do the assessments, and the lecturer keeping pressuring for progress submission may also affect motivation of learning level among students (Allam et al. 654). However, teachers, on the other hand, believe that online education necessitates more student work than traditional classroom settings. In order to ensure that students effectively practise what they have learned, remote teaching necessitates more work from students than traditional classes. As per the report “…. online classes allowed replaying lessons to enhance learning and they contributed to learning by making students do more homework assignments than traditional courses” (Kanık 1074). Moreover, teachers also expressed concern that a lack of student-teacher contact could result in underachievement. According to study “Students feel isolated because of the lack of interaction, especially with teachers, because they spend more time inside, in front of the computer, and because of the pandemic, which forced people to socially distance themselves from other people” (Coman et al. 14 ). Thus, from the whole scenario, it can be concluded that, although a preference for online learning, more cooperation, and a gain in digital literacy are the long-term effects of COVID 19, this scenario suggests that students and teachers may experience difficulties adapting to this new mode of instruction due to factors such as a lack of engagement, an excessive workload, and a non-conducive learning environment.

Works Cited

Allam, Siti Nurshahidah Sah, et al. “Online Distance Learning Readiness During Covid-19 Outbreak Among Undergraduate Students.” International Journal of Academic Research in Business and Social Sciences, vol. 10, no. 5, 2020, pp. 642-657. https://doi.org/10.6007/ijarbss/v10-i5/7236.

Almaleki, D. A., et al. “Measuring Students’ Interaction in Distance Learning Through the Electronic Platform and Its Impact on Their Motivation to Learn During Covid-19 Crisis.” International Journal of Computer Science and Network Security, vol. 21, no. 5, 2021, pp. 98-112.

Coman, Claudiu, et al. “Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective.” Sustainability (Switzerland), vol. 12, no. 24, 2020, pp. 1-24. https://doi.org/10.3390/su122410367.

Dhawan, Shivangi. “Online Learning: A Panacea in the Time of COVID-19 Crisis.” Journal of Educational Technology Systems, vol. 49, no. 1, 2020, pp. 5-22. https://doi.org/10.1177/0047239520934018.

Kanık, Mehmet. “Students’ Perception of and Engagement in Reactive Online Education Provided during the COVID-19 Pandemic.” International Online Journal of Education and Teaching (IOJET), vol. 8, no. 2, 2021, pp. 1063-1082.

Lapitan, Lorico DS, et al. “An Effective Blended Online Teaching and Learning Strategy during the COVID-19 Pandemic.” Education for Chemical Engineers, vol. 35, 2021, pp. 1016-1031. https://doi.org/10.1016/j.ece.2021.01.012.

Refae, Ghaleb A. E., et al. “The Impact of Demographic Characteristics on Academic Performance: Face-to-Face Learning Versus Distance Learning Implemented to Prevent the Spread of COVID-19.” International Review of Research in Open and Distance Learning, vol. 22, no. 1, 2021, pp. 91-110. https://doi.org/10.19173/irrodl.v22i1.5031.

Roach, Virginia, and Linda Lemasters. “Satisfaction with Online Learning: A Comparative Descriptive Study.” Journal of Interactive Online Learning, vol. 5, no. 3, 2006, pp. 317-332.

Sari, Mezia Kemala. “The Impacts of Covid-19 Pandemy in Term of Technology Literacy Usage on Students Learning Experience.” Jurnal Sosial Humaniora, 2021, pp. 43-51. https://doi.org/10.12962/j24433527.v0i0.8348.

Singaram, Veena S., et al. “Self-Directed Learning During the COVID-19 Pandemic: Perspectives of South African Final-Year Health Professions Students.” Advances in Medical Education and Practice, vol. 13, 2022, pp. 35-43. https://doi.org/10.2147/AMEP.S339840.

Teodorescu, Daniel, et al. “Factors Affecting Motivation in Online Courses during the COVID-19 Pandemic: The Experiences of Students at a Romanian Public University.” European Journal of Higher Education, vol. 12, no. 3, 2022, pp. 1-18. https://doi.org/10.1080/21568235.2021.1972024.

Yi, Suping, et al. “Similar or Different? A Comparison of Traditional Classroom and Smart Classroom’s Teaching Behavior in China.” Journal of Educational Technology Systems, vol. 49, no. 4, 2021, pp. 461-486. https://doi.org/10.1177/0047239521988999.

My research topic: How student learning changed due to covid-19 pandemic.

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