Online Learning Perception and Effectiveness

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Table of Contents

Introduction
Online Learning
Online Learning from the Students’ Perspectives
Maximizing Effectiveness of Online Classes
Conclusion
References

Introduction

Online learning has been a primary topic of discussion during the last few years due to the changes that happened in the academic environment. The recent pandemic has caused educational institutions to apply a remote system for students, which was an unprecedented decision that has never occurred before. While the solution allowed students to access information and continue their studies, there was apprehension in regard to the efficacy of online learning and the outcomes such shifts have on students’ academic performances. However, researchers have examined online education and provided insight into certain factors that can ameliorate difficulties. Moreover, relevant literature exemplifies the overall reception of such concepts and the factors that can increase student satisfaction and perception of remote classes. The research questions are “How do students perceive online learning” and “How can online education become more effective?”

Online Learning

Online learning is a way for students to access academic information and attend classes remotely. This, however, correlates with difficulties such as the inability to interact with other students, possible difficulties with accessing the needed material, and the lack of direct communication with teachers. Researchers have conducted surveys, given questionnaires, and interviewed students in regard to their subjective opinion and objective measures in terms of the limitations and benefits of attending school without being physically in class.

Online Learning from the Students’ Perspectives

Much of the research on online learning was the student’s perspective on systematic change. Thus, studies have been performed to determine whether students perceive the shifts as effective or not and how their performances have changed when the environment implies online learning. One example is the research performed by Fetzner (2013), in which students who failed online classes participated in surveys in regard to their opinions on why the results were unsatisfactory. As exemplified by the author of the study, a common response was that the participants had gotten behind in the assignments and were not able to catch up (Fetzner, 2013). The findings suggest that students who have failed online courses may have been more successful if attention was directed toward the subjects that were properly understood or explained in-depth by the instructors. Such conclusions illustrate that students perceive online learning as less effective when the necessary resources are not allocated to ensure each person fully emerges in the learning process.

Another study that has exemplified students’ perception of online learning has examined engagement. Thus, to which extent students engage in classes illustrates how well the classes are being perceived and which factors create circumstances in which participants are less interested and prone to learning. The study performed by Muir et al. (2019) relied on relevant research and weekly questionnaires that students filled in in accordance with engagement. The findings reveal that online learning correlates with alienation and dull work, which leads to a decrease in overall engagement (Muir et al., 2019). Thus, students perceive the classes as less interesting, which ultimately makes them less resilient to studying remotely.

Student engagement has also been examined by other researchers in terms of the perception of different strategies that can be applied to enhance it. Researchers found that students are most engaged when collaborative effort and discussions are present among learners, teachers send regular announcements and well-organized rubrics, and the projects are related to real-world implementations (Martin & Bolliger, 2018). This relates to the perception of online learning as a way to mimic in-person classes through team effort, teacher involvement, and practical tasks.

Maximizing Effectiveness of Online Classes

It is certain that maximizing the effectiveness of online learning is the critical objective that has been examined by researchers through analyses of implementations and factors that facilitate a higher success rate. An example is research performed by Britto and Rush (2013), in which the author exemplified how a support team who can assist students in regard to online classes can contribute to high student satisfaction and, ultimately, high retention. Thus, the support team hired for the university examined by the researcher was to provide help and assistance to individuals who have encountered difficulties related to remote courses. The findings reveal the implementation to be successful since students attending in-person classes were also willing to receive such support (Britto & Rush, 2013). Thus, hiring people to provide instructions and assistance if needed can be an excellent addition to academic environments with available online courses.

Other researchers have focused on determining the factor that can enhance online learning by examining the perspective of students in regard to the aspects that are lacking. Thus, the study conducted by Kuong (2015) has determined that the concept that is missed in online courses compared to in-person ones is the lack of social connection. Moreover, the researcher has determined that using technology as a way of improving communication and interaction among individuals is an effective way of enhancing the experience. As a result, it is certain that communication is essential despite the lack of in-person interaction, and it can be improved through the use of online platforms. This can increase the level of satisfaction with the approach and academic performance as a result of higher engagement and retention.

Studies have also identified the support systems that appear to be most beneficial in regard to maximizing the success rate of students attending online courses. Milman et al. (2015) conducted surveys showing that master-degree students perceive course-level support to be the most efficient for reaching their academic goals. Thus, the support teams are to assist them in certain tasks and assignments by giving instructions and guiding them. Moreover, the researchers found disparities when it comes to white and non-white students in relation to the other support services that individuals find helpful. Non-white students have externalized the need to have career and counseling support compared to the responses of white students. The findings reveal that course-level support is crucial in allowing participants to understand and retain course information successfully. Moreover, additional services such as career and counseling assistance are also beneficial for those enrolled in online classes.

Conclusion

The topic of online learning is often reviewed by researchers with the purpose of determining how it affects students and which measures can be applied to mitigate potential problems. This is especially relevant due to the technological advancement that has narrowed the gap between information and learners. Relevant literature shows that students have a relatively positive perception in regard to remote courses, yet certain aspects are to be improved. Specifically, the areas of concern are the lack of appropriate assistance and communication with fellow students. The issues found by the authors correlate with the techniques that have been observed to be successful in making online learning effective. Namely, studies show the positive effects of having support systems and implementing online communication among peers to create interactive and team-based classes. As a result, it is inevitable that the limitations linked to a switch to remote learning can be ameliorated through strategies such as a focus on communication and the establishment of a support team that can assist students attending online classes.

References

Britto, M., & Rush, S. (2013). Developing and implementing comprehensive student support services for online students.Journal of Asynchronous Learning Networks, 17(1), 29–42.

Fetzner, M. (2013). What do unsuccessful online students want us to know?Journal of Asynchronous Learning Networks, 17(1).

Kuong, H. C. (2015). Enhancing the online learning experience: From learners’ perspective.Procedia – Social and Behavioral Sciences, 191, 1002–1005.

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the Online Learning Environment.Online Learning, 22(1).

Milman, N. B., Posey, L., Pintz, C., Wright, K., & Zhou, P. (2015). Online master’s student’s perceptions of institutional supports and resources: Initial survey results.Online Learning, 19(4).

Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., & Hopwood, B. (2019). Chronicling engagement: Students’ experience of online learning over time.Distance Education, 40(2), 262–277.

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