Undergraduate students’ experience of online learning during covid-19: Findings from quantitative and qualitative analyses

Abstract

The switch from face-to-face teaching and learning to online/ hybrid teaching and learning (hereinafter referred to as online learning) in response to the COVID-19 pandemic was an unexpected challenge to higher education. Understanding students’ experience of online learning in an evidence-based approach would be instructive to teaching and learning during COVID-19. In the current study, we used a mixed methodological approach to examine undergraduate students’ experience of online learning, based on quantitative responses (N = 5136) and open-ended comments (N = 1837) collected from an annual institution-wide survey at a university in Hong Kong. Results from multiple regression analysis showed that students’ ratings on the use of technologies to support teaching and learning was the strongest predictor of their satisfaction with the quality of the overall learning environment (e.g., learning resources, opportunities to engage with other students, etc.) and their teaching and learning experience (e.g., support received, skills developed, etc.). Similarly, online learning was one of the key concepts and themes in students’ open-ended comments (n = 224). A considerable number of students regarded the effective use of technology in enhancing teaching and learning as one of the best aspects of university experiences. Also, some students provided feedback on the challenges of online learning and suggestions to turn these challenges into opportunities (e.g., application of e-tools to facilitate active learning, online channels to enhance bonding, etc.). Implications of both quantitative and qualitative findings are discussed towards the direction of enhancing quality teaching and learning with online components.