Integrating students’ perspectives about online learning: a hierarchy of factors

The student perspective is especially important when new teaching approaches are
used and when new technologies are being introduced (Arthur, 2009; Crews &
Butterfield, 2014; Van Wart, Ni, Ready, Shayo, & Court, 2020). 

It is important to note students do not sign up for online classes solely based on
perceived quality. Perceptions of quality derive from notions of the capacity of
online learning when ideal—relative to both learning achievement and
satisfaction/enjoyment, and perceptions about the likelihood and experience of
classes living up to expectations. Students also sign up because of convenience and
flexibility, and personal notions of suitability about learning. Convenience and
flexibility are enormous drivers of online registration (Lee, Stringer, & Du, 2017;
Mann & Henneberry, 2012). Even when students say they prefer face-to-face classes
to online, many enroll in online classes and re-enroll in the future if the experience
meets minimum expectations.

From Classroom to Online: Comparing the Effectiveness and Student Academic

Performance of Classroom Learning and Online Learning

Online learning has become one of the talking points in the 21st century. Online
learning is the delivery of instruction via digital resources. This kind of learning is
delivered through the use of electronic devices. Distance education, computerized
electronic learning, and internet learning are other names used to describe online
learning. The introduction of online learning means the students can now access
their learning materials online and anytime. Emergence of technology has provided
the avenue for education to be readily accessible at all levels over the past two
decades.

According to Hurlbut, A.R. (2018) , the early stage of distance or online education
required usage of access to print materials that were emailed or sent to students
and/or teachers. However, Finger, G., McGlasson, M. and Finger, P. (2007) reported
that the development of e-learning management systems and web resources, as a
result of technological advancement, transformed online education by boosting the
pace at which information can be disseminated and digested. In recent online
learning trends, videos and live broadcasting plays an important role. This is in line
with Kaltura (2019), who posited that video is a more preferred means to online
learning than documents, making learning more interactive and engaging.

Learning Effectiveness Using Different Teaching Modalities

There is extensive literature comparing the strengths and weaknesses of online
teaching versus face-to-face teaching. However, none of them address the opinion
of students regarding the two modalities. Brownstein and Gerlowski (2008)
compared the different modalities using an assessment rubric for two student
essays. They found that learning outcomes were equally robust in either format.
Gibson (2008) compared test scores from online and face-to-face sections of a
course taught by the same instructor and found that the face-to-face students did
slightly better than the online students. Chen and Jones (2007) examined two
sections of a course, one taught face-to-face and the other taught primarily online
and found that both courses had similar final learning outcomes.

Sipes and Ricciardi, (2006) also examined the nature of online and face-to-face
education and concluded that the main difference is that online instruction is
student centered while traditional courses are instructor centered. Sugar, Martindale
and Crawley investigated the difficulty of transitioning from one mode to the other
(2007). Turball (2002) described his experience in translating his face-to-face course
to the online environment. He points out that the process changes the instructor’s
role to that of a facilitator and creates a challenge to keep the learning active. One
study surveyed an extensive list of students, from both domestic and foreign colleges
and universities, who took classes in both mediums. The survey found that 48% of
the students preferred the face-to-face medium and only 34% preferred online
classes (Kishore, et al, 2009). Another study found that there was no difference in
the teaching functions of an instructor presenting the same material in the two
different media (Alonso and Blazquez, 2009). Kirtman (2009), researching the
difference between online and face-to-face instruction, found a significant difference
in favor of the face-to-face students on the same midterm but no significant
difference on the same final examination.

The issues that the world is facing right now during the pandemic may
have put a lot of stress on one's mental health, whether the person
is a student or a teacher. As a student or an educator, the
challenges they will face in an online learning environment are
numerous. For everyone concerned, spending too much time in a virtual
classroom is draining. When interacting with someone face to face,
the brain processes a lot of information. It is always filtering
communication clues. Since classes are limited to online
communication and meetings, the brain will have to work harder to
interpret

In a study of undergraduate students conducted by Tang in 2020, about

70% believed that they had not interacted with their online course
instructors frequently during the pandemic. This lack of contact is
concerning, considering human connection and socializing routines are
an important aspect of higher education students' everyday lives and
can influence their academic progress. Greater community connectivity
has been linked to higher self-efficacy and participation, as well as
decreased academic stress, in the case of digital classes during the
epidemic. One of the aspects that has gotten the greatest attention
in the academic world about the growth in digital education is the
interaction with peers at school. (Luan et al., 2020)

Driessen’s paper reported that a work area that does not provide the
conditions required is a significant predictor for students'
convenience, well-being, and educational success. Academic staff have
questioned whether students were willing to undertake classes from
home and whether they had appropriate workspace, material, and
resources for effective learning as a result of the unanticipated
disruption in education brought on by the epidemic. Furthermore, the
lockdown has stopped students from visiting libraries or learning
spaces, and in many cases, has forced family members to share living
areas, thereby worsening student workplace conditions by raising
noise and interruptions. University students stated that their living
environment was distracting and that they were more likely to be
stopped by friends or household members. In the context of the global
epidemic, environmental elements such as noise, humidity, and
illumination had a major impact on university students' educational
outcomes during online learning. These concerns have been linked to
increased difficulty focusing and concentrating when studying, and
they can be a barrier to learning through distance learning. (Amir et
al., 2020)

Several studies have suggested that the alteration in teaching

methods during the epidemic had an impact on students' academic
growth and performance, though the evidence is mixed. Some research
has found that solitary confinement improves learners' academic
motivation and learning efficiencies. Jacques' study of engineering
students found that distant learning had no negative impact on
students' performances and that the marks received were comparable to
those predicted in face-to-face instruction. On the other hand,
Aristovnik's research reported poorer performance when face-to-face
lessons were canceled, and voiced concerns about the pandemic's
harmful impact on their academic outcomes. During the epidemic,
students who pursued the course solely online were considerably less
likely to succeed than those who visited face-to-face classes as
well. (Jacques & Aristovnik, 2020)