What is it about?
The COVID-19 pandemic forced a dramatic shift to digital learning. The education of many students was expected to be hampered by this unexpected shift. This may be more pronounced in students of developing countries. They may not have access to reliable internet and technologies. This digital divide might limit their use of online systems, further affecting learning among these students. Moreover, the transition to e-learning can be difficult for faculty and students used to a classroom structure. But is this really the case? A researcher from Egypt decided to find out. At a business school in Egypt, they: 1. Compared grades of 748 students who were taught the same course (either in a classroom, or virtually), 2. Surveyed students, and 3. Interviewed faculty Their findings revealed some interesting insights. Students’ grades weren’t greatly affected by the mode of learning, except for weaker students. They required additional mentorship (which was available only on campus). Overall, the sudden shift to online education did not seem to hamper learning experiences, save for some connectivity and technical issues.
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Why is it important?
Most studies assessing the mode of instruction do not feature developing countries. As a result, the effect of disruptions to traditional learning is poorly studied in these countries. This article provides guidance on how e-learning in these countries can be improved. KEY TAKEAWAY: Switching to online learning is unlikely to influence a student’s learning experience. However, online platforms can be improved by: 1. Maximizing the interaction between students and their educators, 2. Introducing tools to address questions, and 3. Provide technical help in a timely manner. Easily accessing study content is key to helping students learn.
Read the Original
This page is a summary of: How Did the COVID-19 Pandemic Affect Higher Education Learning Experience? An Empirical Investigation of Learners’ Academic Performance at a University in a Developing Country, Advances in Human-Computer Interaction, February 2021, Hindawi Publishing Corporation,
DOI: 10.1155/2021/6649524.
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Resources
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