ONLINE LEARNING DURING COVID-19 PANDEMIC:
CHALLENGES FACED BY STUDENTS
ABSTRACT: Since the primary instance of COVID-19 was recognized, it gradually
acquired the characteristics of a worldwide pandemic, spreading to almost all over the
world. The outbreak of the pandemic has interrupted the normal functioning of various
activities, including education, and has forced indefinite closure of academic
organizations and implementation of a home-based no-contact learning model. As such
educational institutions shifted to e-learning. This study focuses on the challenges of this
newly adopted mode of learning and is aimed to explore students’ perspective towards
the same. Overall, the finding of this study showed that as students were forced to change
to a completely new mode of learning, many faced some challenges because of online
learning which affected both their academics as well as psychological stability.
KEYWORDS: COVID-19; Online learning; Challenges.
1. INTRODUCTION:
The pandemic has affected almost every sector of the world, be it businesses being closed
down or researches being brought to a standstill due to the financial issues. It has heavily
affected the societies considering the obvious threat to physical health and psychological
wellbeing. To reduce transmission of the COVID-19, several countries imposed strict
lockdown measures. This resulted in forced shutdown of business organisations,
educational institutions, shopping malls and many more.
The disruption in the educational sector remains with the 2nd wave hitting the country
and will continue with the probable 3rd wave coming. To continue the teaching-learning
process online learning and classes have become an integral part of the education system
worldwide. Online learning refers to a virtual learning environment where, unlike
traditional learning, there are no physical peer learners, and there is freedom of time and
space. This provides an alternative for those who cannot attend traditional classrooms or
prefer distance learning.
Implementation of innovative educational strategies has been on the go for years now.
With numerous institutes giving online courses and degrees, online teaching and learning
methods have been exercised for more than a decade to facilitate the process of learning
and to cater to the needs of students who want to access education remotely. But at
present, with the outbreak of Covid-19, there has been a significant increase in the use of
online learning mode in educational institutions across the world and all the schools and
universities transferred to holding regular online classes.
The four essential parts of online teaching are virtual classrooms, individual activities,
assessments in real-time, and collaborative group work. Students are supposed to attend
classes online through Zoom meetings or Google Meet, submit assignments through
Google Classroom and participate in all sorts of activities online. Several challenges are
associated with e-learning. Accessibility, affordability, flexibility, and availability are
some of the arguments related to online learning.
2. LITERATURE REVIEW:
Advancement in technology has aided the development of education methods and
distance learning. “Most of the terms (online learning, open learning, web-based learning,
computer-mediated learning, blended learning, m-learning, for ex.) have in common the
ability to use a computer connected to a network, that offers the possibility to learn from
anywhere, anytime, in any rhythm, with any means” (Cojocariu et al., 2014) [1]. Online
education is defined as “learning experiences in synchronous or asynchronous
environments using different devices (e.g., mobile phones, laptops, etc.) with internet
access. In these environments, students can be anywhere (independent) to learn and
interact with instructors and other students” (Singh & Thurman, 2019) [2]. Both Benson
(2002) [3] and Conrad (2002) [4] define online learning as a more contemporary form of
remote learning that enhances access for students identified as both non-traditional and
ineffective to educational opportunities. Students have more flexibility and convenience
in online environments, but the trade-off is that the responsibility of accessing and
learning the course content is entrusted to the student, who must then take more
responsibility and accountability for their own learning (Hoskins, 2011) [5].
The requirements of online learning are different from those in face-to-face interactive
classes. So, the skill sets students are used to applying in face-to-face learning may not be
applicable in the online environment. Students may not be prepared for the fluid, flexible
and distant nature of online courses, and often underestimate the volume of workload
and level of self-involvement required (Bawa, 2016) [6]. Online learning also requires
students to process a large amount of information before they can actually begin to learn,
and this cognitive load can be difficult to manage (McClendon et al., 2017) [7]. In the recent
COVID-19 pandemic, students were rapidly moved to a remote learning environment
with different stages of preparedness, which posed unique challenges to their learning
and processing abilities.
It is easy to assume that today’s students, who primarily belong to Gen Z, are digital
natives and that moving to a technologically driven learning environment would be an
easy transition for them. However, even though students may be familiar with a variety
of technology options for personal use, they often lack the skills necessary to navigate
and analyse online resources, employ self-regulation skills to manage their time and
learning, and critically analyse the information they access (Greene et al., 2014) [8]. Most
students are not able to access technology-based information and turn it into meaningful
knowledge without guidance (Guri-Rosenblit, 2018) [9]. Therefore, they need to be made
aware of how to apply various technologies to educational purposes (Ng, 2012) [10] and
be provided with support in developing their digital literacy learning, from authentic
technology use to general application of what they need to learn (Ting, 2015) [11].
Assessment and examination are another point of consideration in online education and
it also has a lot of challenges, like use of software, hardware, Internet connectivity, etc.
Sarrayrih and Ilyas (2013) [12] discussed the various challenges of online examinations.
Online assessment may be beneficial for fast, timely and responsive assessment, but
issues like assessment of descriptive questions, strategies for different subjects need to
be addressed. Lack of proper environment and motivation are important factors as well.
Khan and Khan (2019) [13] explored students’ perspective of online assessment and found
that technological incompetence of students and faculty alongside distrust in technology
infrastructure are some points of stress and worry. Stowell and Bennett (2010) [14],
though, found opposite effect of anxiety on students between appearing in classroom
examination and online examination.
3. RESEARCH OBJECTIVE:
It is of primary importance that students receive the highest quality education. Transfer
to new mode of online learning has imposed several challenges on their learning method.
As a result, it is imperative to study the ways in which their learning is getting hampered
and find solutions to minimise and mitigate them to provide education and conduct the
online classes in the most effective way.
4. FINDINGS:
Covid-19 has posed a significant danger on the education system. Changing to a new
normal has never been a process without difficulties. The digital transformation of
physical mode of instruction and teaching comes with several challenges and
modifications.
4.1 Adaptability
Students are likely to find it difficult to adapt to an online learning environment after
being accustomed to traditional classroom learning for all their life. Furthermore, lack of
company has made the change even more burdening as they do not have the option of
peer learning. Students find it difficult to focus on online classes because of the lack of
proper learning environment which is necessary. They should accept this new mode of
learning with open mind.
4.2 Technical issues
Even in this ever-progressing digital world it will be wrong to assume that everyone has
access to the internet. Students from villages and remote areas are not equipped with
high-speed internet connection which is a necessity for online learning. Because of this
they face several problems like poor quality video and audio and inability to attend
classes because of connectivity issues. This poses great hindrance to their learning
process.
4.3 Computer literacy
Absence of computer education is a major concern in today’s world. Students hardly had
to use computer for assignments and classes when they attended physical classes. But the
new online mode of learning has forced them to make usage of different computer
applications. Many students still cannot operate and work with MS word and PowerPoint.
Unavailability of any sort of guidance has forced them to learn everything on their own
failure of which demotivates them. They face problems with live classes, usage of MS
office, communication-related apps and websites, accessing study materials, etc.
4.4 Teaching gap
This method of online learning is new for teachers and educators as well. They have had
no prior exposure to teaching online and as such they are also having difficulties in
properly communicating and engaging the students. Adding to that a key concern is the
conduction of science labs. Labs are impossible to be put into practice without in-person
instructions and hands on experience. Virtual labs are often ineffective in building
concrete concepts.
4.5 Time management
In many cases students are found to be having trouble managing their time. Online
learning is completely new and requires intensive work and effort. Even though online
classes provide them with something of a flexible schedule, it is still important to properly
manage their time and follow a planned schedule.
4.6 Engagement
It is hard to make a class interactive and engaging without physical presence. Attending
classes from behind a screen makes the learning feel less organic. Students lack effective
communication skills required for online classes. Moreover, students who are naturally
less interactive and find it difficult to initiate conversations have a harder time to put
themselves out there and often are found to not even approach their teachers when they
find difficulty in understanding concepts.
4.7 Self-motivation
With all the difficulties that they face during online classes, students start losing hope.
Peer learning is a good method to support student learning and acts as a motivation for
students. But incorporating peer learning in online classes is a difficult task. Students had
to transfer from traditional classrooms specifically designed for student learning to their
homes with numerous distractions and lack of proper learning environment. This has
negatively impacted their learning process and they are finding it difficult to concentrate
and put the effort in learning.
4.8 Isolation
Isolation is affecting both the psychological health and effective learning of students. In a
traditional classroom there is scope of real time interaction and communication which
allows sharing experiences and strengthens social skills. For many, classroom has been a
place to interact and learn together. Having to learn alone, they feel isolated and lack
motivation to do their work. This also results in anxiety, depression and a feeling of
hopelessness.
5. SUGGESTIONS:
Online classes have been going on for over a year now. It is high time that students,
teachers and parents understand all the challenges faced by the students and help them
overcome those in order to experience a smooth and hassle-free learning.
i. For issues like unavailability of proper internet connection and inability to access all
the devices and resources required for online learning due to financials problems,
unfortunately, not much can be done.
ii. Online learning provides the option for self-paced learning. So, students can take
advantage of that and try to adapt to this new mode. They are also advised to contact
their instructors in case of difficulties and ask for personalised courses to identify
their strengths and weaknesses and to aid them in learning.
iii. To help in operating gadgets and computer applications, students as well as teachers
should be provided with additional technical support and classes on how to work
different software. Students should also actively seek help from their teachers and
peers and make sure that any difficulty faced is readily addressed.
iv. Teachers should take additional courses to ensure provision of the most effective and
easily comprehensible courses. For labs, instructors should give more importance to
properly state the concepts and clear doubts of the students. A walk through of the
laboratory will be beneficial if possible.
v. Students need to follow a scheduled planner or a to-do list to manage their time in an
effective manner. Multitasking should be avoided. Even with the availability of more
free time, teachers should not give too many assignments, decrease the workload and
let them have space to manage their work properly. Parents and family members
should make sure to minimise distractions for the students.
vi. Teachers should put more effort in making online classes more interactive.
PowerPoint presentations, videos, quizzes etc can be helpful. They can assign group
projects so that students get involved and can work with their peers even virtually.
Students should make it a habit to be more engaging in classes and be more upfront
in clearing their doubts.
vii. Students should show interest and actively participate in all activities and learning.
They should connect with their teachers and friends and share achievements and
progress to stay motivated. They should also have a positive attitude towards online
learning and seek help whenever needed.
viii. Teachers should invest time in learning about their students and understanding their
needs and concerns. They should motivate them to learn and explore and encourage
them to take responsibility. Exchanging experiences during lockdown can help build
familiarity and students will feel understood. Students should talk with their parents
or teachers and even take help from counsellors if faced with emotional challenges.
CONCLUSION:
The Covid-19 outbreak has disrupted the lives of many people all across the world. As per
the World Economic Forum, the Covid-19 pandemic has changed the way how several
people receive and impart education. It has also caused a tremendous level of stress
among students. While many have started to adapt to the changed learning system, the
challenges still persist and thus it is necessary to understand and overcome them. This
study talks about the various problems encountered by students with respect to the new
online mode of learning environment and suggests some ways to make it easier for the
students to continue their education from distance. To find new solutions for the
problems, innovations and changes are required.
REFERENCES:
[1] https://journals.sagepub.com/doi/full/10.1177/0047239520934018
[2] https://journals.sagepub.com/doi/full/10.1177/0047239520934018
[3] Benson, A.D. (2002), “Using online learning to meet workforce demand: a case study
of stakeholder influence”, Quarterly Review of Distance Education, Vol. 3 No. 4, pp.
443-452.
[4] Conrad, D. (2002), “Deep in the hearts of learners: insights into the nature of online
community”, The Journal of Distance Education, Vol. 17 No. 1, pp. 1-19.
[5] Hoskins, B. (2011). Demand, growth, and evolution. The Journal of Continuing Higher
Education, 59(1), 57-60. https://doi.org/10.1080/07377363.2011.546267
[6] Bawa, P. (2016). Retention in online courses: Exploring issues and solutions – A
literature review. SAGE Open, 6(1). https://doi.org/10.1177/2158244015621777
[7] McClendon, C., Neugebauer, R. M., & King, A. (2017). Grit, growth mindset, and
deliberate practice in online learning. Journal of Instructional Research, 8, 8-17.
https://eric.ed.gov/?id=EJ1153307
[8] Greene, J. A., Yu, S. B., & Copeland, D. Z. (2014). Measuring critical components of
digital literacy and their relationships with learning. Computers & Education, 76, 55-
69. https://doi.org/10.1016/j.compedu.2014.03.008
[9] Guri-Rosenblit, S. (2018). E-Teaching in higher education: An essential prerequisite
for e-learning. Journal of New Approaches in Educational Research, 7(2), 93-97.
https://doi.org/10.7821/naer.2018.7.298
[10] Ng, W. (2012). Can we teach digital natives digital literacy? Computers &
Education, 59(3), 1065-1078. https://doi.org/10.1016/j.compedu.2012.04.016
[11] Ting, Y.-L. (2015). Tapping into students’ digital literacy and designing negotiated
learning to promote learner autonomy. Internet and Higher Education, 26, 25-32.
https://doi.org/10.1016/j.iheduc.2015.04.004
[12] Sarrayrih, M.A. and Ilyas, M. (2013), “Challenges of online exam, performances and
problems for online university exam”, IJCSI International Journal of Computer Science
Issues, Vol. 10 No. 11, pp. 439-443.
[13] Khan, S. and Khan, R.A. (2019), “Online assessments: exploring perspectives of
university students”, Education and Information Technologies, Vol. 24, pp. 661-677.
[14] Stowell, J.R. and Bennett, D. (2010), “Effects of online testing on student exam
performance and test anxiety”, Journal of Educational Computing Research, Vol. 42,
pp. 161-171.
