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How to Sustain Quality Education in a Fully Online Environment: A Qualitative Study of Students’ Perceptions and Suggestions
This study explored the learning experience of university students in Hong Kong, where remote online instruction was adopted to sustain student learning during the first 2 years of the COVID-19 pandemic. Based on student voices, this study aimed to improve online instruction. A qualitative case study approach was adopted, involving 12 university students from different subject disciplines and universities. Individual semi-structured interviews were conducted, followed by a series of qualitative data analysis procedures. The findings of this study suggested that our participants were generally satisfied with the way synchronous online lessons progressed, but that instructors’ technical problems were common. Furthermore, the students’ self-reported level of engagement tended to be negative due to, for example, lengthy lessons and poor group dynamics in virtual rooms. We also revealed the need for professional development opportunities for instructors to enhance their online teaching skills. Recommendations for improving online instruction are discussed, such as limiting online lessons to between 90 and 120 min, and allowing students to form their own groups, while helping shy students to join a group. This study thus has important implications for sustaining quality education in a fully online environment.
How to Sustain Quality Education in a Fully Online Environment: A Qualitative Study of Students’ Perceptions and Suggestions
This study explored the learning experience of university students in Hong Kong, where remote online instruction was adopted to sustain student learning during the first 2 years of the COVID-19 pandemic. Based on student voices, this study aimed to improve online instruction. A qualitative case study approach was adopted, involving 12 university students from different subject disciplines and universities. Individual semi-structured interviews were conducted, followed by a series of qualitative data analysis procedures. The findings of this study suggested that our participants were generally satisfied with the way synchronous online lessons progressed, but that instructors’ technical problems were common. Furthermore, the students’ self-reported level of engagement tended to be negative due to, for example, lengthy lessons and poor group dynamics in virtual rooms. We also revealed the need for professional development opportunities for instructors to enhance their online teaching skills. Recommendations for improving online instruction are discussed, such as limiting online lessons to between 90 and 120 min, and allowing students to form their own groups, while helping shy students to join a group. This study thus has important implications for sustaining quality education in a fully online environment.
How to Sustain Quality Education in a Fully Online Environment: A Qualitative Study of Students’ Perceptions and Suggestions
Chung-Kwan Lo (author) / Ka-Yan Liu (author)
2022
Article (Journal)
Electronic Resource
Unknown
Metadata by DOAJ is licensed under CC BY-SA 1.0
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