Students’ Perceptions of the Sustainability of Distance Learning Systems in the Post-COVID-19: A Qualitative Perspective
Abstract
:1. Introduction
2. Literature Review
2.1. Online Learning during COVID-19
2.2. Challenge of Online Classes
3. Materials and Methods
- How do you feel about online learning courses?
- What motivates you to take part in e-learning?
- Are there any obstacles that you believe are decreasing the interest towards e-learning, and if so, what are they?
4. Results
- (i)
- Quality education
Technology facilitates the acquirement of concepts. E-learning allows learner to link different resources together in various formats, and learner can also acquire new concepts or courses online at the time and place of their convenience.(Respondent 5 )
With e-learning, teacher could explore and use other resources other than textbooks in imparting knowledge and content to student.(Respondent 2)
In the sector of education, the effectiveness of e-learning has been proven, whereby it allows teaching and learning on a global scale. Learner could develop skills in a classroom through e-learning. Equally, through e-learning, seminars could be simultaneously held for students from similar or different institutions under one roof.(Respondent 4)
E-learning is definitely the best tool in education sector, particularly for global level educational programs. Students could gain crucial skills even in the comfort of their room. Also, with e-learning, seminars can be organized for students in the same or different institutions at the same time, under one roof.(Respondent 19)
As a marketing student, I think that the digitized aspect of e-learning is meticulously taught, and therefore, it makes sense to use e-learning to facilitate the traditional form of learning.(Respondent 20)
- (ii)
- Ease of technology (the ease of connection to the internet and the ease of navigation of the online class interface)
Getting a degree is attainable with this online curriculum offered on the internet.(Respondent 6)
I have Internet connection in my dorm, and I can access my course at any moment.(Respondent 7)
I can get affordable dial-up Internet access from the university.(Respondent 9)
I think in using Zoom meetings, the only issue is internet connection that can sometimes be unstable. Other than that, I have no issues with this application; the technical aspects and the features of Zoom meetings are satisfactory to me(Respondent 33)
The options on the Blackboard’s screen are quite user-friendly. I’m able to move about the screen with ease.(Respondent 12)
The quantity of links, content, and navigation bar on the homepage is all extremely basic and lay out.(Respondent 15)
Online learning helps us to become more familiar with technology use. Right now, because of online learning, I am able to use Google Drive and Zoom. This is definitely an advantage to me.(Respondent 31)
My friends and I learned to use Zoom meetings. We practiced a lot. This was before the final exam. I think this application is very useful.(Respondent 26)
Sometimes we use Zoom meeting to prepare our presentation project. My classmates and I would do the presentation rehearsal together using this application. I think it is very useful, but when the internet is unstable—yes, the internet can be problematic sometimes—we cannot use Zoom effectively. We would have to wait for a while to get everyone to join the meeting especially when the internet was not as good.(Respondent 28)
Zoom is new to me and I only heard about it after I had to use it because of the pandemic. I did not realize that this application had been around a long time, like, since 2015. I had to admit; it was difficult at first and I was nervous too. Now I find Zoom very useful, after using it almost every day with much practice.(Respondent 1)
I think that we need more time in using this new software and applications. It is so difficult having to master the application in such short period of time.(Respondent 21)
- (iii)
- Instructor Accessibility
Instructors in their introductions; I felt at ease setting the tone for whom they were right immediately. That was incredibly significant to me. Certain academics, on the other hand, went almost ignored. You couldn’t see them since they were hidden. That was said clearly from the outset. Unless they were given a question, they tended to stand back. I assumed they were uninterested in us because of their acts, and I was less likely to approach them.(p. 137 for more information)
It appears that our tutors are unconcerned about our mental wellness.(Respondent 17)
Tutors are real people who have families and kids, and this was probably why they sometimes failed to come to the studio on time. Interestingly, this did not happen on campus.(Respondent 32)
I believe that not all of my tutors are capable of working well online. It’s clear that this is their first time teaching online.(Respondent 8)
- (iv)
- Use of online learning resources
Our library is excellent when it comes to assisting our research. It provides us students with online databases, and we can always refer to the librarian if we need any help, or if we have any question. The librarian is very helpful.(Respondent 30)
If the library does not have the article or book that we want, there is library loan; we can use that.(Respondent 3)
Everyone can use the online indexes and databases. This is very convenient.(Respondent 27)
Online learning gives us freedom in learning, so that we can become autonomous learners. It makes us independent learner because we can look for online learning materials on our own; we can surf the internet and look at other references; and when we have trouble understanding something, we can open YouTube to get more explanations because there are many videos there that explain things.(Respondent 34)
There should be more online resources available for us.(Respondent 2)
I think that the faculties in the university should have one special website for students to publish their excellent work or projects. Each faculty should provide that.(Respondent 2)
Negative Experiences and Contributing Factors
- (i)
- Delayed feedback from the instructor
The instructor does not provide immediate feedback. So far, I haven’t gotten any responses. In terms of instructor feedback, I believe there is a significant need for development.(Respondent 10)
You must receive regular feedback on examinations, discussion postings, and primary sources of contact.(Respondent 11)
She (the instructor) did not return my phone calls or emails. I had no way of getting in touch with her.(Respondent 16)
We are not getting enough feedback.(Respondent 22)
I want to see the face of my tutor. I find it difficult to understand when I can only hear my tutor’s voice when receiving the feedback.(Respondent 23)
I am getting limited feedback from my tutor. I only get verbal feedback from him. It is not enough.(Respondent 24)
I am a second-year student. I think the feedback I am receiving from my tutor is not enough because it is just verbal feedback. I feel that the design needs to be altered manually, and we have to find help and information from other sources.(Respondent 25)
- (ii)
- Addiction to technology
When offered the opportunity to peruse the internet, they lose interest. Its excessive use has the potential to instill addicted behavior.(Respondent 14)
However, we grow addicted to and dependent on technology as a result of this process, which becomes a challenge for us.(Respondent 13)
- (iii)
- Security concerns
Because this model is still in its early stages, it has restricted accessible resources; there is a security issue with these online resources; and student’s effort is questionable because anyone can do it for him/her.(Respondent 2)
Many fraudulent websites exist and these websites can defraud students by charging them a large sum of money and giving them made-up hope.(Respondent 4)
Students and their private information are exposed to the vast World Wide Web; their privacy is at risk.(Respondent 5)
- (iv)
- Sense of isolation
You cannot physically communicate with your teacher as frequently.(Respondent 21)
I can hardly meet my classmates or do class activities together. I think we miss out a lot.(Respondent 5)
Actually, I have no idea who my classmates are; I don’t even know how many classmates I actually have.(Respondent 18)
We have the phone number of our instructor, but she seems unreachable.(Respondent 16)
We are not getting any guidance, I mean, there is no one physically teaching us how to use the system, and so, we are not that interested in using it.(Respondent 2)
I lose focus a lot during online meeting, because, while listening to my teacher, I would frequently receive invitation from friends to play games online. It can be very distracting and I did not get to learn as much as I should.(Respondent 4)
I prefer offline classroom because I think it is more fun. I get to physically interact with my classmates and I find that I understand things better in the classroom. Online classroom for me can be tiring sometimes because I would have to sit in front of my laptop for the Zoom meeting. It can be boring sitting there for the entire class session. Sometimes I would be sitting there the whole morning. It is uncomfortable.(Respondent 5)
I don’t know if I like Zoom meeting because I just feel it is not effective sometimes. There are times when I would be distracted by my family; they would ask me to do something for them, like taking care of my sister and sometimes I would be wasting my class session playing with my little brother.(Respondent 1)
5. Discussion
6. Conclusions
7. Research Implications, Limitations and Recommendations
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A. List of Codes and Concluding Themes in the Qualitative Analysis
Codes | Themes |
| Quality education |
| |
| |
| Ease of technology |
| |
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| Instructor Accessibility |
| |
| |
| |
| |
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| Use of online learning resources |
| |
| |
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| Delayed feedback from instructor |
| |
| Addiction to technology |
| |
| |
| Security concerns |
| |
| |
| Sense of isolation |
| |
|
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Almajali, D.; Al-Okaily, M.; Barakat, S.; Al-Zegaier, H.; Dahalin, Z.M. Students’ Perceptions of the Sustainability of Distance Learning Systems in the Post-COVID-19: A Qualitative Perspective. Sustainability 2022, 14, 7353. https://doi.org/10.3390/su14127353
Almajali D, Al-Okaily M, Barakat S, Al-Zegaier H, Dahalin ZM. Students’ Perceptions of the Sustainability of Distance Learning Systems in the Post-COVID-19: A Qualitative Perspective. Sustainability. 2022; 14(12):7353. https://doi.org/10.3390/su14127353
Chicago/Turabian StyleAlmajali, Dmaithan, Manaf Al-Okaily, Samer Barakat, Hanadi Al-Zegaier, and Zulkhairi Md. Dahalin. 2022. "Students’ Perceptions of the Sustainability of Distance Learning Systems in the Post-COVID-19: A Qualitative Perspective" Sustainability 14, no. 12: 7353. https://doi.org/10.3390/su14127353