Impact of Critical Factors on the Effectiveness of Online Learning

Abstract

Higher education institutions went through a radical transition from face to face to online learning due to the COVID-19 pandemic. The transition and success of online learning depends on various factors. This research aims to measure the impact of critical factors on the effectiveness of online learning. The theoretical framework of the study considers eight factors namely, IT infrastructure, learning platform, students’ characteristics, faculty support, active learning, course design, development and delivery, evaluation and assessment, and institutional support. The study is quantitative; a well-structured survey questionnaire was deployed to collect data from participants selected based on a purposive sampling technique. The results indicate that the majority of the respondents perceived online learning as effective, which is reflected by the average score of 4 on a Likert scale. A model summary of the multiple regression analysis illustrates that 39.2% influence on dependent variable ‘effectiveness of online learning’ is due to the above-mentioned eight independent variables. The coefficients of the model show that active learning and institutional support have significant positive impact on the effectiveness of online learning. The findings provide direction to educators in strengthening the pedagogy of active learning across courses and institutional support in terms of IT infrastructure, IT support and services, faculty development program, and management vision towards digitalization. The theoretical framework of the study has been confirmed by the results as reflected by the perception of the staff and students who participated in the survey. This guides university management in designing strategies to ensure effectiveness of online learning.

Effects of COVID-19 Pandemic on Accounting Students’ Capability to Use Technology

“…Before the pandemic, education's globalisation was already compelling the use of digital technology (Haleem et al, 2022;Muafiah et al, 2022). In this digital world, online learning has broadened educational opportunities through blended, hybrid, or entirely online delivery modes (Roy & Al-Absy, 2022). Mobile wireless technologies such as smartphones and tablets are increasingly used to deliver online education.…”

“…With all types of educational establishments compelled to close their doors because of the COVID-19 outbreak, higher education institutions (HEIs) underwent a drastic shift from face-to-face to online learning (Ahmad et al, 2022;Alfiras, Nagi, Bojiah, & Sherwani, 2021;Roy & Al-Absy, 2022), allowing students from all around the world and in different time zones to easily attend online classes (Alfiras, Bojiah, & Yassin, 2020). The perceived efficacy of the currently used online learning platforms is an essential consideration, especially considering the lack of any physical classrooms (Pal & Vanijja, 2020).…”

“…Since the introduction of social networking and mobile learning in 2005, the dynamics of online learning have altered significantly, resulting in a wide variety of pedagogical techniques. Through blended, hybrid, or entirely online delivery methods, online learning has increased educational options for all people in this age of digitisation (Roy & Al-Absy, 2022). Following the shift from face-to-face to online communication, the use of technology expanded (Aguilera-Hermida, 2020); usability studies of commonly used technology for e-learning are vital, particularly because education has changed to "online-only" learning (Pal & Vanijja, 2020).…”