Distance Learning in Higher Education During Covid-19

Abstract

COVID-19’s pandemic has hastened the expansion of online learning across all levels of education. Countries have pushed to expand their use of distant education and make it mandatory in view of the danger of being unable to resume face-to-face education. The most frequently reported disadvantages are technological challenges and the resulting inability to open the system. Prior to the pandemic, interest in distance learning was burgeoning, as it was a unique style of instruction. The mini-review aims to ascertain students’ attitudes about distant learning during COVID-19. To accomplish the objective, articles were retrieved from the ERIC database. We utilize the search phrases “Distance learning” AND “University” AND “COVID.” We compiled a list of 139 articles. We chose papers with “full text” and “peer reviewed only” sections. Following the exclusion, 58 articles persisted. Then, using content analysis, publications relating to students’ perspectives on distance learning were identified. There were 27 articles in the final list. Students’ perspectives on distant education are classified into four categories: perception and attitudes, advantages of distance learning, disadvantages of distance learning, and challenges for distance learning. In all studies, due of pandemic constraints, online data gathering methods were selected. Surveys and questionnaires were utilized as data collection tools. When students are asked to compare face-to-face and online learning techniques, they assert that online learning has the potential to compensate for any limitations caused by pandemic conditions. Students’ perspectives and degrees of satisfaction range widely, from good to negative. Distance learning is advantageous since it allows for learning at any time and from any location. Distance education benefits both accomplishment and learning. Staying at home is safer and less stressful for students during pandemics. Distance education contributes to a variety of physical and psychological health concerns, including fear, anxiety, stress, and attention problems. Many schools lack enough infrastructure as a result of the pandemic’s rapid transition to online schooling. Future researchers can study what kind of online education methods could be used to eliminate student concerns.

Advantages and disadvantages of distance teaching in foreign language education during COVID-19

“…The results showed that the most important factors influencing students' feelings and convincing them to switch from classroom teaching to teaching in the distance learning model are the feeling of pleasure in distance education and a sense of self-efficacy. Masalimova et al (2022) studied students' attitudes toward distance education in COVID-19. They analyzed a total of 27 articles.…”

“…Since the onset of the COVID-19 pandemic, many studies have addressed the advantages and disadvantages of distance learning in higher education. However, few studies address the views of Russian higher education students (Masalimova et al, 2022). For this reason, this article aims to analyze the identified advantages and disadvantages of distance education in foreign language learning in the transition to distance education due to the pandemic COVID-19.…”

A sudden shift: Students' perception of distance and online education in physical education amidst COVID-19 Pandemic

“…Additionally, in terms of the communication and distance education system, the statement "Distance education reduces the expenses of communication and travel" (p = .034), where females are higher than males. Based on this outcome, both groups positively agreed on the practical effect of the system as supported by the findings of Adnan (2020), Almahasees et al (2021), Lamanauskas and Makarskaite -Petkevic iene (2021), Masalimova et al (2022), andTodri et al (2021) stating that students from the university expressed that there is a reduction in the cost of traveling to university and other related expenses.…”

Sociodemographic and Digital Education Factors Are Associated to General Health, Coping Strategies, and Academic Outcomes of Undergraduate Students during the Post-Pandemic Period

“…The online learning-related difficulties encountered during the pandemic have been classified by Baticulon et al [ 37 ] into personal, community, technological, familiar, and institutional categories. Among these, the lack of experience with technological devices, the weakness of online teaching infrastructures, technical problems with devices or with the internet connection, and the difficulties in finding a quiet environment in which to follow the lesson represent the major challenges in both synchronous and asynchronous online education [ 38 , 39 ].…”