Remote learning in the context of COVID-19: reviewing the effectiveness of synchronous online delivery

Abstract

PurposeThis article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to reflect upon whether the practice of delivering education remotely continues to provide students with a beneficial student learning experience.Design/methodology/approachThe research adopted a case study methodology utilising a mixed methods approach via questionnaire-based research. In total, 894 students completed the questionnaire. The aim of the research was to obtain a wide breadth of student opinion from multidisciplinary backgrounds to ascertain whether students' learning experience differed per subject area.FindingsThe research identified some interesting findings, namely that certain participants considered that learning remotely online was beneficial for instant feedback, supported motivation and fostered communities of practice. Negative perspectives related to feeling isolated, unmotivated and a preference towards face-to-face (F2F) delivery. One of the main areas of conflict identified from this study is that the aspect of engagement can impact students' online learning both positively and negatively.Originality/valueThe study provides an in-depth multidisciplinary student tertiary perspective relating to online remote learning. The findings from this study can be useful for educators to reflect upon and inform educational policy in relation to how best to facilitate and support the student learning experience off-campus.

Engaging learners in synchronous online learning

“…Learners who are more attached to their instructor or the course often put more effort into subject learning and turn out to be more engaged (Kurt et al, 2022 ). However, not all learners have favourable attitudes towards online learning (Khlaif et al, 2021 ), and many prefer face-to-face (f2f) over online learning (Baxter & Hainey, 2022 ).…”

“…But unlike asynchronous online learning, engaging learners in SOL is even more challenging due to its lack of flexibility in time, pace, and duration (Park & Bonk, 2007 ). The condition is further aggravated by the increase in stress and anxiety brought about by the measures imposed to curb the pandemic outspread (Kee, 2021 ); and learners are likely to face technical hindrance (Bedenlier, et al, 2020 ) as well as undue distractions from their home environments (Baxter & Hainey, 2022 ). All these are some of the problems that need to be addressed when learning online synchronously.…”

“…The problems with engagement in SOL have been highlighted in several published studies. These studies commonly identify that the engagement level in SOL was not as high as when lessons were conducted in the physical classroom (Fabriz et al, 2021 ; Serhan, 2020 ; UTSA, 2020 ), and that learners would prefer face-to-face learning if they had a choice (Baxter & Hainey, 2022 ). Undoubtedly, the pandemic has made online learning the “de facto” mode of learning rather than an option.…”

“…Undoubtedly, the pandemic has made online learning the “de facto” mode of learning rather than an option. Therefore, maintaining a sustained level of engagement when delivering SOL becomes crucial (Baxter & Hainey, 2022 ; Kurt et al, 2022 ). This concurs well with Baxter and Hainey ( 2022 ), who claimed that “for synchronous online educational delivery to be successful, then learner engagement is the key” (p.12).…”

Learning Design in the Aftermath of COVID-19: Lessons from Online and Hybrid Learning During the Pandemic

“…Previous studies have shown that online learning can be beneficial. Some participants found online remote learning useful for providing instant feedback, boosting motivation, and fostering a community of practice [6]. There is, however, a negative viewpoint associated with feelings of isolation, un-motivation, and a preference for face-to-face delivery (F2F).…”