Online learning during a global pandemic: Perceived benefits and issues in higher education

• Published in: Knowledge management & e-learning Vol. 13; no. 2; pp. 161 - 181
• Main Authors: Weldon, Anthony, Ma, Will W K, Ho, Indy M K, Li, Emil, | |
• Format: Journal Article
• Language: English
• Published: Hong Kong The University of Hong Kong - Faculty of Education 01.06.2021; Laboratory of Knowledge Management & E-Learning; Hong Kong Bao Long Accounting & Secretarial Limited
• Subjects: Academic Achievement; Access to Computers; Barriers; Blended Learning; CAI; College Faculty; College Students; Communication Strategies; Computer assisted instruction; Computers; course satisfaction; COVID-19; Critical Thinking; Delivery Systems; Distance Education; Distance learning; distanced learning; e-learning; Education; Educational Benefits; Educational Experience; Educational Quality; Educational Technology; Electronic Learning; Flexible Scheduling; Foreign Countries; Higher Education; Independent Study; Influence of Technology; Information Literacy; Integrated Activities; Knowledge Management; Learner Engagement; Learning Activities; learning quality; Learning Strategies; online course; Online Courses; Online Surveys; Pandemics; Privacy; Satisfaction; Self Efficacy; Students; Teachers; teaching quality; Hong Kong
• ISSN: 2073-7904; 2073-7904; 2309-5008
• DOI: 10.34105/j.kmel.2021.13.009

The COVID-19 pandemic has created substantial challenges across higher education, requiring academic institutes to conduct all teaching, learning, and assessments remotely online. To obtain a stronger understanding of the opinions of teachers and students in Hong Kong during this period, an anonymous online survey was distributed to all teachers and students at a higher education institute. Overall, 48 teachers and 425 students responded to the survey. This paper specifically analyzes the responses to open-ended questions from the survey to identify key topics and concepts. Open coding was used to obtain key terms, which were further grouped into categories. Results indicated that higher education teachers and students had similar issues (e.g., access to digital devices and software) and benefits (e.g., flexible scheduling and time arrangements) regarding online education. However, some categories were reported as both issues and benefits by teachers and students (e.g., communication/interaction), demonstrating that individual circumstances, abilities, preferences, and experiences, may influence satisfaction levels. Furthermore, results indicated that the delivery of quality online education enforced during a pandemic requires a multi-factorial and tailored approach. The information presented in this study will help higher education institutes to develop, redefine, and re-conceptualize online learning initiatives.