Transformative online learning post-pandemic: challenges, opportunities, and future trends
Article Sidebar
Read Counter : 86
Download : 40
Main Article Content
Abstract
The Covid-19 pandemic forced a swift and unprecedented transition to online learning in the education sector. This research aims to comprehensively analyze the impact of the pandemic on the educational landscape and investigate how online learning has transformed. This research is grounded in a mixed-methods approach. Quantitative data, including educational institution surveys and student feedback, were collected to gauge the effectiveness of online learning implementation. Qualitative methods such as interviews with educators were employed to gain deeper insights into the experiences and perceptions surrounding the adoption of online learning. The main result of this study indicates that the pandemic has acted as a catalyst for the transformation of education, pushing institutions to embrace online learning technologies and pedagogies on an unprecedented scale. Issues of digital accessibility, pedagogical adaptation, and technological infrastructure also created numerous opportunities to enhance flexibility, inclusivity, and learner-centered approaches. The research concluded that online learning will likely remain integral to education beyond the pandemic. Future trends suggest the convergence of augmented reality, artificial intelligence, and personalized learning, promising to revolutionize the educational landscape further. Academically, this article contributes to the education field by providing valuable insights into the transformative potential of online learning in a post-pandemic context.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The proposed policy for journals that offer open access
Authors who publish with this journal agree to the following terms:
- Copyright on any article is retained by the author(s).
- Author grant the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
- The article and any associated published material is distributed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
How to Cite
References
Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M. A., Majumdar, R., & Ogata, H. (2021). Emergency online learning in low-resource settings: Effective student engagement strategies. Education Sciences, 11(1), 1–18. https://doi.org/10.3390/educsci11010024
Abuhmaid, A. M., Dep, T. M., & Dep, T. M. (2020). The Efficiency of Online Learning Environment for Implementing Project-Based Learning: Students’ Perceptions. International Journal of Higher Education, 9(5), 76–83. https://doi.org/10.5430/ijhe.v9n5p76
Alserhan, S., & Yahaya, N. (2021). Teachers’ Perspective on Personal Learning Environments via Learning Management Systems Platform. International Journal of Emerging Technologies in Learning, 16(24), 57–73. https://doi.org/10.3991/ijet.v16i24.27433
Alturki, U., & Aldraiweesh, A. (2021). Application of learning management system (Lms) during the covid-19 pandemic: A sustainable acceptance model of the expansion technology approach. Sustainability, 13(19). https://doi.org/10.3390/su131910991
Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
Bowden, J. L. H., Tickle, L., & Naumann, K. (2021). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education, 46(6), 1207–1224. https://doi.org/10.1080/03075079.2019.1672647
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00408-3
Cranfield, D., Tick, A., Venter, I. M., Blignaut, R. J., & Renaud, K. (2021). Higher education students’ perceptions of online learning during COVID-19—a comparative study. Education Sciences, 11(8), 1–17. https://doi.org/10.3390/educsci11080403
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00392-8
Deng, X., & Yu, Z. (2023). A Meta-Analysis and Systematic Review of the Effect of Chatbot Technology Use in Sustainable Education. Sustainability (Switzerland), 15(4). https://doi.org/10.3390/su15042940
Doris M., N. M.-D., & Brennan. (2018). The use of ChatGPT in the digital era: Perspectives on chatbot implementation. The Irish Journal of Psychology, 1(1), 25–34.
Drwish, A. M., Al-Dokhny, A. A., Al-Abdullatif, A. M., & Aladsani, H. K. (2023). A Sustainable Quality Model for Mobile Learning in Post-Pandemic Higher Education: A Structural Equation Modeling-Based Investigation. Sustainability, 15(9), 1–19. https://doi.org/10.3390/su15097420
Ismail, S. N., Hamid, S., Ahmad, M., Alaboudi, A., & Jhanjhi, N. (2021). Exploring students engagement towards the learning management system (LMS) using learning analytics. Computer Systems Science and Engineering, 37(1), 73–87. https://doi.org/10.32604/CSSE.2021.015261
Kim, E. J., Kim, J. J., & Han, S. H. (2021). Understanding student acceptance of online learning systems in higher education: Application of social psychology theories with consideration of user innovativeness. Sustainability, 13(2), 1–14. https://doi.org/10.3390/su13020896
Leung, F. Y. W., Lau, M., Wan, K., Law, L., Kwong, T., & Wong, E. Y. W. (2021). Promoting Students’ Global Perspectives Through a Gamified e-Learning Platform. Frontiers in Education, 6(September), 1–13. https://doi.org/10.3389/feduc.2021.617680
Lin, C. L., Jin, Y. Q., Zhao, Q., Yu, S. W., & Su, Y. S. (2021). Factors Influence Students’ Switching Behavior to Online Learning under COVID-19 Pandemic: A Push–Pull–Mooring Model Perspective. Asia-Pacific Education Researcher, 30(3), 229–245. https://doi.org/10.1007/s40299-021-00570-0
Marczyk, C. E. S., Saurin, T. A., Bulhões, I. R., Patriarca, R., & Bilotta, F. (2023). Slack in the infrastructure of intensive care units: resilience management in the post-pandemic era. BMC Health Services Research, 23(1), 1–13. https://doi.org/10.1186/s12913-023-09495-4
Nee, C. K., Rahman, M. H. A., Yahaya, N., Ibrahim, N. H., Razak, R. A., & Sugino, C. (2023). Exploring the Trend and Potential Distribution of Chatbot in Education: A Systematic Review. International Journal of Information and Education Technology, 13(3), 516–525. https://doi.org/10.18178/ijiet.2023.13.3.1834
Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B. P. T. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28(4), 4221–4241. https://doi.org/10.1007/s10639-022-11316-w
Portuguez Castro, M., & Gómez Zermeño, M. G. (2020). Challenge based learning: Innovative pedagogy for sustainability through e-learning in higher education. Sustainability (Switzerland), 12(10). https://doi.org/10.3390/SU12104063
Preez, C. H., & Marx, B. (2023). education sciences Challenges Faced by Multi-Campus Institutions with Online Teaching during the COVID-19 Lockdown. Education Sciences, 13(419), 1–13.
Thapa, P., Bhandari, S. L., & Pathak, S. (2021). Nursing students’ attitude on the practice of e-learning: A cross-sectional survey amid COVID-19 in Nepal. PLoS ONE, 16(6 June), 1–17. https://doi.org/10.1371/journal.pone.0253651
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00237-x
Wang, T., Lund, B. D., Marengo, A., Pagano, A., Mannuru, N. R., Teel, Z. A., & Pange, J. (2023). Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success. Applied Sciences (Switzerland), 13(11). https://doi.org/10.3390/app13116716
Zhu, Y., Geng, G., Disney, L., & Pan, Z. (2023). Changes in university students’ behavioral intention to learn online throughout the COVID-19: Insights for online teaching in the post-pandemic era. In Education and Information Technologies (Vol. 28, Issue 4). Springer US. https://doi.org/10.1007/s10639-022-11320-0