University students' perceptions of shifting between online and offline learning: lessons from Kerala, India

Madhavan, Maya; Anjana, V.M.; Mini, G.K.

doi:10.1108/aaouj-03-2022-0031

Cited by 9 publications

(8 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is explained by previous study that learners are susceptible to abrupt changes in learning modes (Lei & So, 2021). Haikal was worried about his readiness for offline learning which is in line with the findings who mentioned that the students felt worried about the learning burden that might be experienced when shifting to offline class (Maya et al, 2022). Haikal was accustomed to the rhythm of online learning so he stated that he had to re-learn the offline's rhythm such as understanding the lecturer's teaching style.…”

Section: Discussionsupporting

confidence: 80%

“…Those conducted studies happened in order to analyze the shift from offline to online, but the move from online to offline has received less attention. On the other hand, previous study state about the transition from online learning to offline learning, yet the methodology used was a quantitative cross-sectional survey which differs from this presented study in terms of the methodology used (Maya et al, 2022). This study was intended to gather information related to the perception that students experienced during their learning transition from online to offline learning in a deeper way using a different approach which was a narrative inquiry with hope that the authorities can understand in detail what students feel.…”

Section: Introductionmentioning

confidence: 85%

See 1 more Smart Citation

Learning Transition from Covid-19 Pandemic to Post Pandemic Era: EFL University Students’ Perspective

Katleyana,

Mirizon,

Vianty

2023

indonesian j. educ. res. rev.

View full text Add to dashboard Cite

Following a more than two-year closure due to the COVID-19 pandemic, schools are gradually reopening. The pandemic significantly changed the learning spectrum and school systems when compared to pre-pandemic times. Each student's journey is different, though, due to the personal circumstances that require adjustment to a new environment, each student's transition from online to offline learning is unique. Several studies have been conducted to examine the transition from offline to online, but the transition from online to offline has gotten less attention. Research on students' experiences of transitioning from online learning to offline was conducted to 4 selected students based on several considerations. Narrative experiences which focused on the perspectives of university students in transitioning their online to offline learning was a subject of this research therefore a qualitative design was used. Bridges transition model was adopted as the framework of this study. After conducting semi-structured interviews, the information obtained from the interview transcripts was divided into various coding systems in order to examine the insights. It was discovered that everyone who participated felt differently about the switch to offline learning. In the end, some people perceived the change negatively while others did not. Due to the various challenges, they encountered in both online and offline learning, participants had varying opinions of the learning transition.

show abstract

Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 85%

Learning Transition from Covid-19 Pandemic to Post Pandemic Era: EFL University Students’ Perspective

Katleyana,

Mirizon,

Vianty

2023

indonesian j. educ. res. rev.

View full text Add to dashboard Cite

show abstract

“…The data from the study initiated by Curelaru et al (2022) also highlight the positive aspects of online learning and its consequential benefits, such as: convenience and accessibility, time and cost saving, psychological and medical security. The advantages of online learning identified in other studies (Maya et al, 2022;Nishimwe et al, 2022) include increased technical skills, flexibility of study time, ensuring participation in multiple educational webinars, accountability.…”

Section: Discussionmentioning

confidence: 99%

“…Educators can influence the online learning positively, but they can also have negative effects which they must be aware of in order to address them appropriately at the educational process level (Vesić et al, 2023). The transition from offline to online learning and vice versa can be difficult for students because they are required to adjust to the ever-changing learning process (Maya et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions on Online Teaching and Learning in Higher Education

Mâță,

Cîrtiță-Buzoianu,

Cojocariu

et al. 2024

RREM

View full text Add to dashboard Cite

Virtual environments allow teachers to approach the teaching process inclusively and creatively, to facilitate the effective transfer of learning and to support student learning with new technologies regardless of various barriers. The hereby study evaluates the students’ views concerning the virtual delivery of courses during their learning process taking into consideration their former face-to-face teaching-learning experience. It was based on the theoretical part which included typical aspects of online teaching and learning are presented and the most recent studies in this area are reviewed. Following previous research, we aim to develop an innovative model of successful online teaching and learning in higher education. A questionnaire-based research methodology was designed for 355 students at a university in the North-Eastern region of Romania. The questionnaire with closed-ended items was used for assessing students’ attitudes on the online teaching activity. The results indicate students’ preference for online courses, as well as a number of significant differences, depending on the study specialisation or form of education. Any future changes to online teaching and learning in universities should also take into account students’ and teachers’ views on this particular issue. Such an approach should allow us to see whether and how effective the use of virtual teaching environments can be for both students and teachers in higher education (HE).

show abstract

“…Mariadi et al [17] also added that shifting assessment administration from a traditional form to an online one can motivate lecturers in higher education to reevaluate and enhance the evaluation procedures that are novel, interesting, and useful to them. In contrast, Maya et al [18] also reported that only some students believed frequent and extensive assignments and presentations added stress to their online learning experience. Some students stated that they had lost interest in grades and marks because any students could cheat during online exams.…”

Section: Features Of Online Assessment That Students Didn't Experienc...mentioning

confidence: 94%

Students perspectives on switching from online to face-to-face learning environments after the COVID-19 pandemic

Wahid

Firdaus²,

Amaliah³

et al. 2023

J. Pijar.MIPA

View full text Add to dashboard Cite

After around two years of having online learning, students in the universities have to come back to face-to-face learning mode as it was before the pandemic. This setting also applied to the biology education study program of Universitas Sulawesi Barat. The current study investigated the students’ perspective on changing online to face-to-face learning after COVID-19. It is a qualitative descriptive study with nine students as respondents from the classes of 2019, 2020, and 2021. The instrument used was an interview guide consisting of indicators regarding online teaching and learning features, assessment, and interactions that students needed to experience in face-to-face settings but would like to. In addition, students' perceptions of the advantages and disadvantages of the shift from online to offline learning were also assessed. The data analysis was performed in three stages: data reduction, data display, and drawing a conclusion or data verification. The result showed that several things they would like to have as it was during online learning were (1) have electronic materials, online-games-based learning, and more time to complete the assignments, (2) get various types of assessments including via online platforms (3) to have online applications or media to discuss learning materials and submit assignments. (4) In addition, for the advantages, the practicums could be conducted in laboratories, they felt more concentrated during offline classes, and became more confident to apply IT skills during offline settings, while the disadvantages were feeling anxious and fear to interacting during offline class and trouble to listen to lecturers’ class while having masks. Overall, students feel face-to-face learning is way more effective and efficient but suggested blended learning as an interesting mode in the learning and teaching implementation.

show abstract

University students' perceptions of shifting between online and offline learning: lessons from Kerala, India

Cited by 9 publications

References 29 publications

Learning Transition from Covid-19 Pandemic to Post Pandemic Era: EFL University Students’ Perspective

Learning Transition from Covid-19 Pandemic to Post Pandemic Era: EFL University Students’ Perspective

Students’ Perceptions on Online Teaching and Learning in Higher Education

Students perspectives on switching from online to face-to-face learning environments after the COVID-19 pandemic

Contact Info

Product

Resources

About