challenges of online classes essay

Impact of Online Classes on Students Essay

• Introduction
• Thesis Statement

Background study

• Impacts of online education

Introduction to Online Education

Online learning is one of the new innovative study methods that have been introduced in the pedagogy field. In the last few years, there has been a great shift in the training methods. Students can now learn remotely using the internet and computers.

Online learning comes in many forms and has been developing with the introduction of new technologies. Most universities, high schools, and other institutions in the world have all instituted this form of learning, and the student population in the online class is increasing fast. There has been a lot of research on the impacts of online education as compared to ordinary classroom education.

If the goal is to draw a conclusion of online education, considerable differences between the online learning environment and classroom environment should be acknowledged. In the former, teachers and students don’t meet physically as opposed to the latter, where they interact face to face. In this essay, the challenges and impact of online classes on students, teachers, and institutions involved were examined.

Thesis Statement about Online Classes

Thus, the thesis statement about online classes will be as follows:

Online learning has a positive impact on the learners, teachers, and the institution offering these courses.

Online learning or E learning is a term used to describe various learning environments that are conducted and supported by the use of computers and the internet. There are a number of definitions and terminologies that are used to describe online learning.

These include E learning, distance learning, and computer learning, among others (Anon, 2001). Distant learning is one of the terminologies used in E learning and encompasses all learning methods that are used to train students that are geographically away from the training school. Online learning, on the other hand, is used to describe all the learning methods that are supported by the Internet (Moore et al., 2011).

Another terminology that is used is E learning which most authors have described as a learning method that is supported by the use of computers, web-enabled communication, and the use of new technological tools that enhance communication (Spector, 2008). Other terminologies that are used to describe this form of online learning are virtual learning, collaborative learning, web-based learning, and computer-supported collaborative learning (Conrad, 2006).

Impacts of Online Classes on Students

Various studies and articles document the merits, demerits, and challenges of online studies. These studies show that online study is far beneficial to the students, teachers, and the institution in general and that the current challenges can be overcome through technological advancement and increasing efficiency of the learning process.

One of the key advantages of online learning is the ability of students to study in their own comfort. For a long time, students had to leave their comfort areas and attend lectures. This change in environment causes a lack of concentration in students. In contrast, E-learning enables the students to choose the best environment for study, and this promotes their ability to understand. As a result, students enjoy the learning process as compared to conventional classroom learning.

Another benefit is time and cost savings. Online students are able to study at home, and this saves them travel and accommodation costs. This is in contrast with the classroom environment, where learners have to pay for transport and accommodation costs as well as any other costs associated with the learning process.

Online study has been found to reduce the workload on the tutors. Most of the online notes and books are availed to the students, and this reduces the teacher’s workload. Due to the availability of teaching materials online, tutors are not required to search for materials. Teachers usually prepare lessons, and this reduces the task of training students over and over again.

Accessibility to learning materials is another benefit of online learning. Students participating in online study have unlimited access to learning materials, which gives them the ability to study effectively and efficiently. On the other hand, students in the classroom environment have to take notes as the lecture progress, and these notes may not be accurate as compared to the materials uploaded on the websites.

Unlimited resources are another advantage of online study. Traditionally, learning institutions were limited in the number of students that could study in the classroom environment. The limitations of facilities such as lecture theaters and teachers limited student enrollment in schools (Burgess & Russell, 2003).

However, with the advent of online studies, physical limitations imposed by classrooms, tutors, and other resources have been eliminated. A vast number of students can now study in the same institution and be able to access the learning materials online. The use of online media for training enables a vast number of students to access materials online, and this promotes the learning process.

Promoting online study has been found by most researchers to open the students to vast resources that are found on the internet. Most of the students in the classroom environment rely on the tutors’ notes and explanations for them to understand a given concept.

However, students using the web to study most of the time are likely to be exposed to the vast online educational resources that are available. This results in the students gaining a better understanding of the concept as opposed to those in the classroom environment (Berge & Giles, 2008).

An online study environment allows tutors to update their notes and other materials much faster as compared to the classroom environment. This ensures that the students receive up-to-date information on a given study area.

One of the main benefits of E-learning to institutions is the ability to provide training to a large number of students located in any corner of the world. These students are charged training fees, and this increases the money available to the institution. This extra income can be used to develop new educational facilities, and these will promote education further (Gilli et al., 2002).

Despite the many advantages that online study has in transforming the learning process, there are some challenges imposed by the method. One of the challenges is the technological limitations of the current computers, which affect the quality of the learning materials and the learning process in general.

Low download speed and slow internet connectivity affect the availability of learning materials. This problem is, however, been reduced through the application of new software and hardware elements that have high access speeds. This makes it easier to download learning materials and applications. As computing power increases, better and faster computers are being unveiled, and these will enable better access to online study facilities.

Another disadvantage of online learning as compared to the classroom environment is the lack of feedback from the students. In the classroom environment, students listen to the lecture and ask the tutors questions and clarifications any issues they didn’t understand. In the online environment, the response by the teacher may not be immediate, and students who don’t understand a given concept may find it hard to liaise with the teachers.

The problem is, however, been circumvented by the use of simple explanation methods, slideshows, and encouraging discussion forums between the teachers and students. In the discussion forums, students who don’t understand a concept can leave a comment or question, which will be answered by the tutor later.

Like any other form of learning, online studies have a number of benefits and challenges. It is, therefore, not logical to discredit online learning due to the negative impacts of this training method. Furthermore, the benefits of e-learning far outweigh the challenges.

Conclusion about Online Education

In culmination, a comparative study between classroom study and online study was carried out. The study was done by examining the findings recorded in books and journals on the applicability of online learning to students. The study revealed that online learning has many benefits as compared to conventional learning in the classroom environment.

Though online learning has several challenges, such as a lack of feedback from students and a lack of the proper technology to effectively conduct online learning, these limitations can be overcome by upgrading the E-Leaning systems and the use of online discussion forums and new web-based software.

In conclusion, online learning is beneficial to the students, tutors, and the institution offering these courses. I would therefore recommend that online learning be implemented in all learning institutions, and research on how to improve this learning process should be carried out.

Anon, C. (2001). E-learning is taking off in Europe. Industrial and Commercial Training , 33 (7), 280-282.

Berge, Z., & Giles, L. (2008). Implementing and sustaining e-learning in the workplace. International Journal of Web-Based Learning and Teaching Technologies , 3(3), 44-53.

Burgess, J. & Russell, J. (2003).The effectiveness of distance learning initiatives in organizations. Journal of Vocational Behaviour , 63 (2),289-303.

Conrad, D. (2006). E-Learning and social change, Perspectives on higher education in the digital age . New York: Nova Science Publishers.

Gilli, R., Pulcini, M., Tonchia, S. & Zavagno, M. (2002), E-learning: A strategic Instrument. International Journal of Business Performance Management , 4 (1), 2-4.

Moore, J. L., Camille, D. & Galyen, K. (2011). E-Learning, online learning and distance learning environments: Are they the same? Internet and Higher Education, 14(1), 129-135.

Spector, J., Merrill, M., Merrienboer, J. & Driscoll, M. P. (2008). Handbook of research on educational communications and technology (3rd ed.), New York: Lawrence Erlbaum Associates.

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Instructional Design

7 top challenges with online learning for students (and solutions), share this article.

We'll discuss the biggest challenges of online learning and possible solutions to these problems to create a more impactful experience for students.

We live in a world where anything and everything you could ever want to know is ~ literally ~ at your fingertips. Thanks to the internet and the rapid growth of technology, online learning has never been more popular and effective. 

While there are some great perks associated with online learning, such as accessibility, flexibility, and affordability, that’s not to say that online learning doesn’t come with its downsides… online learning can be challenging to get accustomed to at first, and there are some obstacles that come with the territory. 

In this blog we will go into depth on the different problems encountered in online learning, and provide valuable solutions for the problems faced by students in online classes. This way, if you’re a teacher, you’ll know how to support students who are struggling. And if you’re a student, you’ll know what to do when you face challenges with online learning. 

Continue reading or jump ahead: 

• Types of online learning  

Synchronous learning

Asynchronous learning, microlearning, mobile learning (m learning).

• Gamification  
• Isolation  
• Lack of motivation 

Time management 

Distractions .

• Technical issues  
• Communication 

Personal barriers 

Overview of top solutions to overcome online learning challenges.

Check out: Thinkific Online Learning Trends 2024

What is online learning?

Before we dive into all of the problems faced by students in online classes, let’s go over exactly what online learning consists of, and break down the different types of online learning out there. 

Online learning – also commonly referred to as eLearning – has rapidly grown in popularity over the past few years, and eLearning is essentially any kind of learning you can do from your own device and an internet connection. The best part is that you can be anywhere in the world while learning online. 

Online learning has earned its seat in the education industry as it provides more accessibility and flexibility for students, allowing them to choose a learning style that works best for them. It can also be more cost efficient for both students and teachers, cutting back on the overhead expenses that are associated with in-person learning. 

Think of online learning as an umbrella term for all of the different types of eLearning out there. There are multiple ways in which you can learn or teach online, and there is no one right way to approach online education. 

Below we have listed some of the most common forms of online learning that are currently being offered. 

Types of online learning 

First off, there are two ways in which you can consume information online: asynchronous or synchronous learning. 

Asynchronous online learning involves a self-paced learning environment where learners can access the course material and complete assignments at any time and from any place in the world. This is a major appeal for most people when it comes to online learning. 

On the other hand, synchronous online learning is an interactive and live teaching style that mimics in-person instruction, and uses real-time participation and active discussions to facilitate learning goals, regardless of location. This is very similar to learning in-person, however with the added convenience of not having to leave your bed if you don’t wish to!   

Here are some other common forms of online learning: 

• Microlearning – Short-form lessons that mainly involve bite-sized, digestible content. The goal of microlearning is to focus on learning core concepts and theories, while consuming this information within 5 and 10 minutes for better understanding. This style of eLearning weeds out the fluff and unnecessary details, so that students can grasp key points more efficiently.   
• Mobile learning (M Learning) – The use of mobile technology like smartphones to facilitate  educational purposes. With M Learning,  students are able to learn on-the-go through videos, podcasts, and bite-sized lessons. Students are more likely to take up M Learning as it is flexible and convenient, and it’s easy to form a habit or routine this way. 
• Gamification – Involves the use of game elements in the learning process. Examples of this include point systems, leaderboards, and rewards to incentivize learning. This style boots student engagement and creates an immersive environment where learning doesn’t have to feel like a chore. 

Related: The Advantages and Disadvantages of Learning in Online Classes in 2023

Top challenges with online learning 

Now that we’ve covered our basis and explored the various types of online learning, let’s go deeper into some of the challenges faced with these specific modalities of eLearning. 

While distance education and short-form learning techniques have lowered costs, increased flexibility, and reduced the need for physical infrastructure for both students and teachers, it does not come without its downsides. Listed below are some common challenges with online learning. 

Synchronous learning is great for student participation, however there are some key challenges that are worth noting. This particular online learning style closely mimics in-person lectures, so for those who learn best in-person, this is your next best option as there is an emphasis on live lectures and student participation. 

However, synchronous courses don’t always have the flexibility that is often desired when it comes to online learning. In fact, it can be tough for those in different timezones to engage with this type of eLearning. It can also be difficult for some students to find a quiet and private environment to be fully engaged with lectures. As well, if there are any internet troubles, then you are potentially missing out on valuable class time, especially if lectures aren’t recorded.  

Asynchronous classes can be very similar to synchronous learning, just without the live “in-person” component. While there are deadlines and due dates to meet, students have more flexibility with how and when they learn, and can allocate their time in a way that works with their schedule. 

The top problem with asynchronous learning is the lack of personal interactions and peer-to-peer support. Another big challenge is that it can be tough to receive immediate instructor feedback or help – there will most likely be a d elay before an instructor can respond to a query, which negatively impacts the learning experience. Asynchronous courses are also known for having a lack of structure, which can make learning confusing and unmotivating for students.

Microlearning caters to those looking to quickly grasp the concept of a subject, and is generally for learners with limited time. Due to this time constraint, it is challenging to learn complex problems or skill development with microlearning. This limits microlearning to only a few concepts, or more of a surface-level learning experience. 

Microlearning also runs a high risk of fragmented learning if the course is not managed correctly, which can be frustrating for learners. Because of this, it can sometimes be a struggle to keep track of student success and progress with microlearning. 

Worldwide, there are approximately 6.94 billion smartphones – which means that M Learning is only increasing in popularity. The ability to learn from your smartphone is a huge breakthrough in the online learning industry, however there are some noteworthy challenges with this learning style. 

A major challenge is content compatibility. Most times, content created for eLearning doesn’t always smoothly transfer over to mobile devices, affecting both the student and instructor. In this case, content has to be refurbished or recreated so mobile learners can access it properly, which can be very time-consuming.  

Other challenges include small screens, difficulty reading text, and learner retention. M Learning typically produces ultra-short-form content, also making it difficult to learn in-depth concepts. 

Gamification 

Gamification learning uses play for educational goals, and many smartphone apps have mastered the art of game-based learning. While this is a fantastic short-form learning technique that is rapidly growing, some challenges include it being seen as “mandatory fun,” difficulty boosting user engagement, and misaligned motivation to earn rewards instead of retaining core concepts. 

Gamification can also be prone to technological issues such as accessibility, usability, and reliability – which can easily deter potential learners. 

Related: Top Advantages and Disadvantages of Mobile Learning

Problems faced by students in online classes

Now that we’ve gone over some of the problems encountered in online learning, let’s switch gears to the more specific problems faced by students in online classes. 

Noting these challenges will be beneficial for both students and teachers, which is why we will also provide some key solutions to overcome these challenges with online learning. 

Listed below are some of the most common challenges (and solutions) with online learning that students face: 

Humans, by nature, are social animals. One of the biggest obstacles to overcome with online learning is isolation – it can be incredibly lonely to enroll in an online course, and students can often feel disconnected from their peers and instructors. Although students sometimes get to interact with their classmates over Zoom or Google Meet, it is not the same as physical interaction.  

Feeling isolated can lead to students feeling disconnected from class, and they may not engage the way they normally would in an in-person setting. This is especially prevalent with asynchronous learning, where there is even less of a chance to interact with other students.

It’s easy to get frustrated when you can’t talk to your teachers and classmates face-to-face and voice the concerns you have immediately. However, there are things you can do to power through, including:  

• Find out if your course has a student support system in place. Some online courses have advisors who guide and support students throughout the duration of their online program .
• Check if your course offers networking opportunities for students. Some courses allow students to interact with their peers via chats and forums. It’s similar to interacting with classmates in a physical class, except it requires a little more effort to reach out. 
• Interact with your teachers and classmates during your online classes as much as possible. You can do this through social media outlets like Facebook groups and WhatsApp, email chat rooms, and classroom forums. To facilitate more interactions, be sure to ask lots of questions, organize group projects, and participate in discussions with your peers.

Combating isolation with online learning will take some effort on the students’ behalf, however once you’ve laid the foundation of pushing yourself out of your comfort zone to communicate with others, the rest will be easy! 

Online instructors, you can also help students overcome feelings of isolation by creating group projects and encouraging classmate interactions. As well, try to make yourself available at certain hours for students who want to reach you.

Lack of motivation

Feeling isolated also trickles into our next big problem that online students face, which is a lack of motivation to participate. Lack of motivation is a common issue amongst students. It requires a significant amount of self-discipline to learn online, and this is often a skill that needs to be consistently worked on. 

Due to a lack of face-to-face interaction, some students find it hard to focus during online classes. The physical absence of teachers or classmates takes away the sense of urgency to attend classes on time, meet deadlines, and make progress. This could lead to procrastination and declining grades. 

Staring at a screen for hours on end – even outside of online classes – can also deter learners from attending classes and completing their coursework in a timely manner. Learning online is not always as exciting as in-person lessons, so it can take a while to adjust. 

Here are some ways that students can increase their motivation to learn online and succeed academically: 

• Set realistic short-term and long-term goals to help stay on track with classes, assignments, and projects. To-do lists are great reminders for meeting deadlines, and crossing activities off a to-do list can be highly motivating.
• Reach out to a classmate (this also helps combating isolation) and hold each other accountable for attending online lectures, completing coursework, and finishing assignments and projects. 
• Practicing positive affirmations will help increase your motivation and drive to succeed with online learning. Giving yourself short pep-talk to affirm that you can do whatever you set your mind to will help keep you on track during tough times. 
• Regularly participating in class can provide a sense of belonging that keeps you motivated to continue learning. Ask questions, share your opinions, and engage in healthy debate. 

Teachers can also incorporate gamification in their online courses to motivate their students to attend and participate during online classes.

It’s hard enough to juggle your normal day-to-day activities without being a student. Adding online learning into the mix can make it even more of a challenge to navigate all these responsibilities. 

While online learning provides students with unparalleled flexibility to do other activities, the tradeoff is being able to manage your time in a responsible and effective manner. It can be extremely easy to fall into the habit of letting things slip, and before you know it you’ll be struggling to keep up with your online course. 

Time management is an important skill that helps students stay focused and disciplined – keeping your priorities in line will help you not only with online courses, but in all aspects of your life. 

Here are some ways to manage your time better for online classes: 

• Set a schedule and stick to it. This will help build discipline and keep yourself accountable. Make sure to include lots of mini breaks so that you don’t exhaust yourself!
• Create a priorities list, and work from most to least important. With time, this habit will increase your overall productivity.
• Set early deadlines so that you’re not scrambling to stay on top of your assignments. 
• Break tasks into smaller chunks instead of trying to complete them all at once. Trust us, your brain will thank you!

Teachers can also try to make it a priority to check-in on students, especially with asynchronous learning.  

We all know how easy it is to become distracted, nevermind learning online at home with ALL the distractions that you could ever imagine present! It takes some serious dedication and commitment to work successfully from the comfort of your own space. 

Along with in-person distractions, such as your TV, bed, making food, or roommates, there are also online distractions to be wary of. As wonderful as the internet is for learning purposes, it also comes with constant notifications from blogs, videos, and social media platforms. This can easily distract students from their classes and assignments, and it’s dangerous territory for falling into that rabbithole of mindless scrolling. 

If you’re getting distracted by your surroundings or procrastinating with social media, here are some things you can do to focus: 

• Dedicate a quiet area of your home that is free of distractions. This will help focus your mindset on the task at hand, which are your online classes. 
• Turn on social media blockers during classes and when you are working on assignments .
• Tell people around you about your daily schedule. You become more accountable when you tell others about your commitments and plans. Think of these people like human alarm clocks. 
• Leave your phone (and any other distractions) in a different room while you complete your coursework. You will feel less compelled to procrastinate, leaving you with a more efficient study sesh. 

If you are an instructor, you can help combat any learning distractions by using a dynamic learning design to make classes engaging for students . Encouraging your students to build things, take surveys, and have debates can help them concentrate more on their studies.

Technical issues 

Technical issues are the culprit of disengagement for online learning. Learning online requires teachers and students to understand how to use multiple forms of technology – some of which have steep learning curves.

From low internet bandwidth, spotty reception, and video glitches (to name a few), these issues disrupt the flow of learning and make it a tedious task.

With online learning, students need to find proactive ways to become their own IT department, as technological assistance may not always be available right away. 

To reduce technical issues that students and teachers experience during online classes, here’s some preventative measures to take: 

• Before enrolling in an online class, students should check if they have access to the necessary technology they need to succeed at home. If they don’t, they should check if the school offers technical help (via phone, email, and live chat) to online students.
• When attending online classes, students and teachers should use a high-quality internet service provider (ISP) for fast connection. If they don’t have access to a good ISP at home, they can use free Wi-Fi at a public library or coffee shop nearby. 
• As an online student, search engines are your best friend! More often than not, you can find the answer to your tech problem by plugging your question into Google. 

Teachers should provide a comprehensive guide that contains IT information and digital literacy guidelines to streamline the process for students if something goes wrong. It’s also very helpful for teachers to record class sessions in case some students miss lectures due to tech issues.

Communication

It can be more challenging for students to communicate with their peers and instructor in an online environment. Learning online doesn’t come with the option to walk up to the teacher after class (unless your instructor allows questions in synchronous classes), so students can feel more alone if they are confused. 

Even when a student asks a question online, they might not receive a response right away depending on the availability and timezone of their instructor. 

• Most of the time, the answers will be in the student syllabus. Make sure you carefully go over the course outline, as you may have missed the answer you are looking for. 
• Post your questions in student groups. Chances are, one of your peers will be able to help you out, especially if they’ve already asked the same question or have taken the course before. 
• Take advantage of online office hours if the teacher provides them. Then you know an exact time for when your instructor can provide assistance. 

As a teacher, you will want to be proactive when planning your course. Be sure to provide you students with an in-depth outline of the course that covers common questions and solutions. This will help in the long run, so you don’t have a herd of students banging on your virtual door looking for answers!

Some students may have problems with online classes due to learning difficulties or disabilities. Students with dyslexia, autism, poor vision, hearing impairment, and other disabilities need extra attention to succeed academically. 

Online learning is praised for its adaptability and inclusivity, which means that if you inquire about accommodations, the course creator or institution could most likely work with you to improve usability. 

As an instructor, here are some ways you can make your online course more universally accessible to all learners, including those with learning disabilities: 

• Include captions to your audio and video content for students with hearing impairments.
• Have voice-over descriptions of text and images.
• Provide alternative learning options like keyboard shortcuts for certain exercises.
• Use AI-powered personal assistants for students with special needs.
• Hold extra office hours for those who need extra assistance.
• Offer assignment extensions.

Related: The Most Common Barriers to Learning – And How to Overcome Them

Since we’ve covered A LOT of information in this post on how to overcome challenges with online learning, here is a summary of the most important takeaways: 

• Practice self-discipline by creating an online learning schedule 
• Connect with classmates to motivate each other 
• Increase motivation by practicing good online study habits 
• Take study breaks to avoid burnout and lower screen-time levels 
• Dedicate a quiet study space with no distractions
• Be proactive when looking for answers – but don’t be shy when asking questions
• Set early deadlines to stay on top of assignments 
• Become familiar with online support systems in place 

There you have it! A complete overview of the top challenges with online learning, and how to effectively manage these obstacles.

We hope you are able to implement these solutions into your online learning journey, and embrace online education with confidence. 

If you’re an online creator looking to break into the lucrative industry of online teaching, try Thinkific today. 

This blog was originally published in August 2022, it’s since been updated in April 2024 to become even more useful.

Highly creative and curious about life, Megan is a blog writer and content creator who loves to inspire and uplift people with the written word. During her free time she is an avid yogi, travel junkie, beach enthusiast, and reader.

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Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines

Jessie s. barrot.

College of Education, Arts and Sciences, National University, Manila, Philippines

Ian I. Llenares

Leo s. del rosario, associated data.

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

Recently, the education system has faced an unprecedented health crisis that has shaken up its foundation. Given today’s uncertainties, it is vital to gain a nuanced understanding of students’ online learning experience in times of the COVID-19 pandemic. Although many studies have investigated this area, limited information is available regarding the challenges and the specific strategies that students employ to overcome them. Thus, this study attempts to fill in the void. Using a mixed-methods approach, the findings revealed that the online learning challenges of college students varied in terms of type and extent. Their greatest challenge was linked to their learning environment at home, while their least challenge was technological literacy and competency. The findings further revealed that the COVID-19 pandemic had the greatest impact on the quality of the learning experience and students’ mental health. In terms of strategies employed by students, the most frequently used were resource management and utilization, help-seeking, technical aptitude enhancement, time management, and learning environment control. Implications for classroom practice, policy-making, and future research are discussed.

Introduction

Since the 1990s, the world has seen significant changes in the landscape of education as a result of the ever-expanding influence of technology. One such development is the adoption of online learning across different learning contexts, whether formal or informal, academic and non-academic, and residential or remotely. We began to witness schools, teachers, and students increasingly adopt e-learning technologies that allow teachers to deliver instruction interactively, share resources seamlessly, and facilitate student collaboration and interaction (Elaish et al., 2019 ; Garcia et al., 2018 ). Although the efficacy of online learning has long been acknowledged by the education community (Barrot, 2020 , 2021 ; Cavanaugh et al., 2009 ; Kebritchi et al., 2017 ; Tallent-Runnels et al., 2006 ; Wallace, 2003 ), evidence on the challenges in its implementation continues to build up (e.g., Boelens et al., 2017 ; Rasheed et al., 2020 ).

Recently, the education system has faced an unprecedented health crisis (i.e., COVID-19 pandemic) that has shaken up its foundation. Thus, various governments across the globe have launched a crisis response to mitigate the adverse impact of the pandemic on education. This response includes, but is not limited to, curriculum revisions, provision for technological resources and infrastructure, shifts in the academic calendar, and policies on instructional delivery and assessment. Inevitably, these developments compelled educational institutions to migrate to full online learning until face-to-face instruction is allowed. The current circumstance is unique as it could aggravate the challenges experienced during online learning due to restrictions in movement and health protocols (Gonzales et al., 2020 ; Kapasia et al., 2020 ). Given today’s uncertainties, it is vital to gain a nuanced understanding of students’ online learning experience in times of the COVID-19 pandemic. To date, many studies have investigated this area with a focus on students’ mental health (Copeland et al., 2021 ; Fawaz et al., 2021 ), home learning (Suryaman et al., 2020 ), self-regulation (Carter et al., 2020 ), virtual learning environment (Almaiah et al., 2020 ; Hew et al., 2020 ; Tang et al., 2020 ), and students’ overall learning experience (e.g., Adarkwah, 2021 ; Day et al., 2021 ; Khalil et al., 2020 ; Singh et al., 2020 ). There are two key differences that set the current study apart from the previous studies. First, it sheds light on the direct impact of the pandemic on the challenges that students experience in an online learning space. Second, the current study explores students’ coping strategies in this new learning setup. Addressing these areas would shed light on the extent of challenges that students experience in a full online learning space, particularly within the context of the pandemic. Meanwhile, our nuanced understanding of the strategies that students use to overcome their challenges would provide relevant information to school administrators and teachers to better support the online learning needs of students. This information would also be critical in revisiting the typology of strategies in an online learning environment.

Literature review

Education and the covid-19 pandemic.

In December 2019, an outbreak of a novel coronavirus, known as COVID-19, occurred in China and has spread rapidly across the globe within a few months. COVID-19 is an infectious disease caused by a new strain of coronavirus that attacks the respiratory system (World Health Organization, 2020 ). As of January 2021, COVID-19 has infected 94 million people and has caused 2 million deaths in 191 countries and territories (John Hopkins University, 2021 ). This pandemic has created a massive disruption of the educational systems, affecting over 1.5 billion students. It has forced the government to cancel national examinations and the schools to temporarily close, cease face-to-face instruction, and strictly observe physical distancing. These events have sparked the digital transformation of higher education and challenged its ability to respond promptly and effectively. Schools adopted relevant technologies, prepared learning and staff resources, set systems and infrastructure, established new teaching protocols, and adjusted their curricula. However, the transition was smooth for some schools but rough for others, particularly those from developing countries with limited infrastructure (Pham & Nguyen, 2020 ; Simbulan, 2020 ).

Inevitably, schools and other learning spaces were forced to migrate to full online learning as the world continues the battle to control the vicious spread of the virus. Online learning refers to a learning environment that uses the Internet and other technological devices and tools for synchronous and asynchronous instructional delivery and management of academic programs (Usher & Barak, 2020 ; Huang, 2019 ). Synchronous online learning involves real-time interactions between the teacher and the students, while asynchronous online learning occurs without a strict schedule for different students (Singh & Thurman, 2019 ). Within the context of the COVID-19 pandemic, online learning has taken the status of interim remote teaching that serves as a response to an exigency. However, the migration to a new learning space has faced several major concerns relating to policy, pedagogy, logistics, socioeconomic factors, technology, and psychosocial factors (Donitsa-Schmidt & Ramot, 2020 ; Khalil et al., 2020 ; Varea & González-Calvo, 2020 ). With reference to policies, government education agencies and schools scrambled to create fool-proof policies on governance structure, teacher management, and student management. Teachers, who were used to conventional teaching delivery, were also obliged to embrace technology despite their lack of technological literacy. To address this problem, online learning webinars and peer support systems were launched. On the part of the students, dropout rates increased due to economic, psychological, and academic reasons. Academically, although it is virtually possible for students to learn anything online, learning may perhaps be less than optimal, especially in courses that require face-to-face contact and direct interactions (Franchi, 2020 ).

Related studies

Recently, there has been an explosion of studies relating to the new normal in education. While many focused on national policies, professional development, and curriculum, others zeroed in on the specific learning experience of students during the pandemic. Among these are Copeland et al. ( 2021 ) and Fawaz et al. ( 2021 ) who examined the impact of COVID-19 on college students’ mental health and their coping mechanisms. Copeland et al. ( 2021 ) reported that the pandemic adversely affected students’ behavioral and emotional functioning, particularly attention and externalizing problems (i.e., mood and wellness behavior), which were caused by isolation, economic/health effects, and uncertainties. In Fawaz et al.’s ( 2021 ) study, students raised their concerns on learning and evaluation methods, overwhelming task load, technical difficulties, and confinement. To cope with these problems, students actively dealt with the situation by seeking help from their teachers and relatives and engaging in recreational activities. These active-oriented coping mechanisms of students were aligned with Carter et al.’s ( 2020 ), who explored students’ self-regulation strategies.

In another study, Tang et al. ( 2020 ) examined the efficacy of different online teaching modes among engineering students. Using a questionnaire, the results revealed that students were dissatisfied with online learning in general, particularly in the aspect of communication and question-and-answer modes. Nonetheless, the combined model of online teaching with flipped classrooms improved students’ attention, academic performance, and course evaluation. A parallel study was undertaken by Hew et al. ( 2020 ), who transformed conventional flipped classrooms into fully online flipped classes through a cloud-based video conferencing app. Their findings suggested that these two types of learning environments were equally effective. They also offered ways on how to effectively adopt videoconferencing-assisted online flipped classrooms. Unlike the two studies, Suryaman et al. ( 2020 ) looked into how learning occurred at home during the pandemic. Their findings showed that students faced many obstacles in a home learning environment, such as lack of mastery of technology, high Internet cost, and limited interaction/socialization between and among students. In a related study, Kapasia et al. ( 2020 ) investigated how lockdown impacts students’ learning performance. Their findings revealed that the lockdown made significant disruptions in students’ learning experience. The students also reported some challenges that they faced during their online classes. These include anxiety, depression, poor Internet service, and unfavorable home learning environment, which were aggravated when students are marginalized and from remote areas. Contrary to Kapasia et al.’s ( 2020 ) findings, Gonzales et al. ( 2020 ) found that confinement of students during the pandemic had significant positive effects on their performance. They attributed these results to students’ continuous use of learning strategies which, in turn, improved their learning efficiency.

Finally, there are those that focused on students’ overall online learning experience during the COVID-19 pandemic. One such study was that of Singh et al. ( 2020 ), who examined students’ experience during the COVID-19 pandemic using a quantitative descriptive approach. Their findings indicated that students appreciated the use of online learning during the pandemic. However, half of them believed that the traditional classroom setting was more effective than the online learning platform. Methodologically, the researchers acknowledge that the quantitative nature of their study restricts a deeper interpretation of the findings. Unlike the above study, Khalil et al. ( 2020 ) qualitatively explored the efficacy of synchronized online learning in a medical school in Saudi Arabia. The results indicated that students generally perceive synchronous online learning positively, particularly in terms of time management and efficacy. However, they also reported technical (internet connectivity and poor utility of tools), methodological (content delivery), and behavioral (individual personality) challenges. Their findings also highlighted the failure of the online learning environment to address the needs of courses that require hands-on practice despite efforts to adopt virtual laboratories. In a parallel study, Adarkwah ( 2021 ) examined students’ online learning experience during the pandemic using a narrative inquiry approach. The findings indicated that Ghanaian students considered online learning as ineffective due to several challenges that they encountered. Among these were lack of social interaction among students, poor communication, lack of ICT resources, and poor learning outcomes. More recently, Day et al. ( 2021 ) examined the immediate impact of COVID-19 on students’ learning experience. Evidence from six institutions across three countries revealed some positive experiences and pre-existing inequities. Among the reported challenges are lack of appropriate devices, poor learning space at home, stress among students, and lack of fieldwork and access to laboratories.

Although there are few studies that report the online learning challenges that higher education students experience during the pandemic, limited information is available regarding the specific strategies that they use to overcome them. It is in this context that the current study was undertaken. This mixed-methods study investigates students’ online learning experience in higher education. Specifically, the following research questions are addressed: (1) What is the extent of challenges that students experience in an online learning environment? (2) How did the COVID-19 pandemic impact the online learning challenges that students experience? (3) What strategies did students use to overcome the challenges?

Conceptual framework

The typology of challenges examined in this study is largely based on Rasheed et al.’s ( 2020 ) review of students’ experience in an online learning environment. These challenges are grouped into five general clusters, namely self-regulation (SRC), technological literacy and competency (TLCC), student isolation (SIC), technological sufficiency (TSC), and technological complexity (TCC) challenges (Rasheed et al., 2020 , p. 5). SRC refers to a set of behavior by which students exercise control over their emotions, actions, and thoughts to achieve learning objectives. TLCC relates to a set of challenges about students’ ability to effectively use technology for learning purposes. SIC relates to the emotional discomfort that students experience as a result of being lonely and secluded from their peers. TSC refers to a set of challenges that students experience when accessing available online technologies for learning. Finally, there is TCC which involves challenges that students experience when exposed to complex and over-sufficient technologies for online learning.

To extend Rasheed et al. ( 2020 ) categories and to cover other potential challenges during online classes, two more clusters were added, namely learning resource challenges (LRC) and learning environment challenges (LEC) (Buehler, 2004 ; Recker et al., 2004 ; Seplaki et al., 2014 ; Xue et al., 2020 ). LRC refers to a set of challenges that students face relating to their use of library resources and instructional materials, whereas LEC is a set of challenges that students experience related to the condition of their learning space that shapes their learning experiences, beliefs, and attitudes. Since learning environment at home and learning resources available to students has been reported to significantly impact the quality of learning and their achievement of learning outcomes (Drane et al., 2020 ; Suryaman et al., 2020 ), the inclusion of LRC and LEC would allow us to capture other important challenges that students experience during the pandemic, particularly those from developing regions. This comprehensive list would provide us a clearer and detailed picture of students’ experiences when engaged in online learning in an emergency. Given the restrictions in mobility at macro and micro levels during the pandemic, it is also expected that such conditions would aggravate these challenges. Therefore, this paper intends to understand these challenges from students’ perspectives since they are the ones that are ultimately impacted when the issue is about the learning experience. We also seek to explore areas that provide inconclusive findings, thereby setting the path for future research.

Material and methods

The present study adopted a descriptive, mixed-methods approach to address the research questions. This approach allowed the researchers to collect complex data about students’ experience in an online learning environment and to clearly understand the phenomena from their perspective.

Participants

This study involved 200 (66 male and 134 female) students from a private higher education institution in the Philippines. These participants were Psychology, Physical Education, and Sports Management majors whose ages ranged from 17 to 25 ( x ̅  = 19.81; SD  = 1.80). The students have been engaged in online learning for at least two terms in both synchronous and asynchronous modes. The students belonged to low- and middle-income groups but were equipped with the basic online learning equipment (e.g., computer, headset, speakers) and computer skills necessary for their participation in online classes. Table ​ Table1 1 shows the primary and secondary platforms that students used during their online classes. The primary platforms are those that are formally adopted by teachers and students in a structured academic context, whereas the secondary platforms are those that are informally and spontaneously used by students and teachers for informal learning and to supplement instructional delivery. Note that almost all students identified MS Teams as their primary platform because it is the official learning management system of the university.

Participants’ Online Learning Platforms

Informed consent was sought from the participants prior to their involvement. Before students signed the informed consent form, they were oriented about the objectives of the study and the extent of their involvement. They were also briefed about the confidentiality of information, their anonymity, and their right to refuse to participate in the investigation. Finally, the participants were informed that they would incur no additional cost from their participation.

Instrument and data collection

The data were collected using a retrospective self-report questionnaire and a focused group discussion (FGD). A self-report questionnaire was considered appropriate because the indicators relate to affective responses and attitude (Araujo et al., 2017 ; Barrot, 2016 ; Spector, 1994 ). Although the participants may tell more than what they know or do in a self-report survey (Matsumoto, 1994 ), this challenge was addressed by explaining to them in detail each of the indicators and using methodological triangulation through FGD. The questionnaire was divided into four sections: (1) participant’s personal information section, (2) the background information on the online learning environment, (3) the rating scale section for the online learning challenges, (4) the open-ended section. The personal information section asked about the students’ personal information (name, school, course, age, and sex), while the background information section explored the online learning mode and platforms (primary and secondary) used in class, and students’ length of engagement in online classes. The rating scale section contained 37 items that relate to SRC (6 items), TLCC (10 items), SIC (4 items), TSC (6 items), TCC (3 items), LRC (4 items), and LEC (4 items). The Likert scale uses six scores (i.e., 5– to a very great extent , 4– to a great extent , 3– to a moderate extent , 2– to some extent , 1– to a small extent , and 0 –not at all/negligible ) assigned to each of the 37 items. Finally, the open-ended questions asked about other challenges that students experienced, the impact of the pandemic on the intensity or extent of the challenges they experienced, and the strategies that the participants employed to overcome the eight different types of challenges during online learning. Two experienced educators and researchers reviewed the questionnaire for clarity, accuracy, and content and face validity. The piloting of the instrument revealed that the tool had good internal consistency (Cronbach’s α = 0.96).

The FGD protocol contains two major sections: the participants’ background information and the main questions. The background information section asked about the students’ names, age, courses being taken, online learning mode used in class. The items in the main questions section covered questions relating to the students’ overall attitude toward online learning during the pandemic, the reasons for the scores they assigned to each of the challenges they experienced, the impact of the pandemic on students’ challenges, and the strategies they employed to address the challenges. The same experts identified above validated the FGD protocol.

Both the questionnaire and the FGD were conducted online via Google survey and MS Teams, respectively. It took approximately 20 min to complete the questionnaire, while the FGD lasted for about 90 min. Students were allowed to ask for clarification and additional explanations relating to the questionnaire content, FGD, and procedure. Online surveys and interview were used because of the ongoing lockdown in the city. For the purpose of triangulation, 20 (10 from Psychology and 10 from Physical Education and Sports Management) randomly selected students were invited to participate in the FGD. Two separate FGDs were scheduled for each group and were facilitated by researcher 2 and researcher 3, respectively. The interviewers ensured that the participants were comfortable and open to talk freely during the FGD to avoid social desirability biases (Bergen & Labonté, 2020 ). These were done by informing the participants that there are no wrong responses and that their identity and responses would be handled with the utmost confidentiality. With the permission of the participants, the FGD was recorded to ensure that all relevant information was accurately captured for transcription and analysis.

Data analysis

To address the research questions, we used both quantitative and qualitative analyses. For the quantitative analysis, we entered all the data into an excel spreadsheet. Then, we computed the mean scores ( M ) and standard deviations ( SD ) to determine the level of challenges experienced by students during online learning. The mean score for each descriptor was interpreted using the following scheme: 4.18 to 5.00 ( to a very great extent ), 3.34 to 4.17 ( to a great extent ), 2.51 to 3.33 ( to a moderate extent ), 1.68 to 2.50 ( to some extent ), 0.84 to 1.67 ( to a small extent ), and 0 to 0.83 ( not at all/negligible ). The equal interval was adopted because it produces more reliable and valid information than other types of scales (Cicchetti et al., 2006 ).

For the qualitative data, we analyzed the students’ responses in the open-ended questions and the transcribed FGD using the predetermined categories in the conceptual framework. Specifically, we used multilevel coding in classifying the codes from the transcripts (Birks & Mills, 2011 ). To do this, we identified the relevant codes from the responses of the participants and categorized these codes based on the similarities or relatedness of their properties and dimensions. Then, we performed a constant comparative and progressive analysis of cases to allow the initially identified subcategories to emerge and take shape. To ensure the reliability of the analysis, two coders independently analyzed the qualitative data. Both coders familiarize themselves with the purpose, research questions, research method, and codes and coding scheme of the study. They also had a calibration session and discussed ways on how they could consistently analyze the qualitative data. Percent of agreement between the two coders was 86 percent. Any disagreements in the analysis were discussed by the coders until an agreement was achieved.

This study investigated students’ online learning experience in higher education within the context of the pandemic. Specifically, we identified the extent of challenges that students experienced, how the COVID-19 pandemic impacted their online learning experience, and the strategies that they used to confront these challenges.

The extent of students’ online learning challenges

Table ​ Table2 2 presents the mean scores and SD for the extent of challenges that students’ experienced during online learning. Overall, the students experienced the identified challenges to a moderate extent ( x ̅  = 2.62, SD  = 1.03) with scores ranging from x ̅  = 1.72 ( to some extent ) to x ̅  = 3.58 ( to a great extent ). More specifically, the greatest challenge that students experienced was related to the learning environment ( x ̅  = 3.49, SD  = 1.27), particularly on distractions at home, limitations in completing the requirements for certain subjects, and difficulties in selecting the learning areas and study schedule. It is, however, found that the least challenge was on technological literacy and competency ( x ̅  = 2.10, SD  = 1.13), particularly on knowledge and training in the use of technology, technological intimidation, and resistance to learning technologies. Other areas that students experienced the least challenge are Internet access under TSC and procrastination under SRC. Nonetheless, nearly half of the students’ responses per indicator rated the challenges they experienced as moderate (14 of the 37 indicators), particularly in TCC ( x ̅  = 2.51, SD  = 1.31), SIC ( x ̅  = 2.77, SD  = 1.34), and LRC ( x ̅  = 2.93, SD  = 1.31).

The Extent of Students’ Challenges during the Interim Online Learning

Out of 200 students, 181 responded to the question about other challenges that they experienced. Most of their responses were already covered by the seven predetermined categories, except for 18 responses related to physical discomfort ( N  = 5) and financial challenges ( N  = 13). For instance, S108 commented that “when it comes to eyes and head, my eyes and head get ache if the session of class was 3 h straight in front of my gadget.” In the same vein, S194 reported that “the long exposure to gadgets especially laptop, resulting in body pain & headaches.” With reference to physical financial challenges, S66 noted that “not all the time I have money to load”, while S121 claimed that “I don't know until when are we going to afford budgeting our money instead of buying essentials.”

Impact of the pandemic on students’ online learning challenges

Another objective of this study was to identify how COVID-19 influenced the online learning challenges that students experienced. As shown in Table ​ Table3, 3 , most of the students’ responses were related to teaching and learning quality ( N  = 86) and anxiety and other mental health issues ( N  = 52). Regarding the adverse impact on teaching and learning quality, most of the comments relate to the lack of preparation for the transition to online platforms (e.g., S23, S64), limited infrastructure (e.g., S13, S65, S99, S117), and poor Internet service (e.g., S3, S9, S17, S41, S65, S99). For the anxiety and mental health issues, most students reported that the anxiety, boredom, sadness, and isolation they experienced had adversely impacted the way they learn (e.g., S11, S130), completing their tasks/activities (e.g., S56, S156), and their motivation to continue studying (e.g., S122, S192). The data also reveal that COVID-19 aggravated the financial difficulties experienced by some students ( N  = 16), consequently affecting their online learning experience. This financial impact mainly revolved around the lack of funding for their online classes as a result of their parents’ unemployment and the high cost of Internet data (e.g., S18, S113, S167). Meanwhile, few concerns were raised in relation to COVID-19’s impact on mobility ( N  = 7) and face-to-face interactions ( N  = 7). For instance, some commented that the lack of face-to-face interaction with her classmates had a detrimental effect on her learning (S46) and socialization skills (S36), while others reported that restrictions in mobility limited their learning experience (S78, S110). Very few comments were related to no effect ( N  = 4) and positive effect ( N  = 2). The above findings suggest the pandemic had additive adverse effects on students’ online learning experience.

Summary of students’ responses on the impact of COVID-19 on their online learning experience

Students’ strategies to overcome challenges in an online learning environment

The third objective of this study is to identify the strategies that students employed to overcome the different online learning challenges they experienced. Table ​ Table4 4 presents that the most commonly used strategies used by students were resource management and utilization ( N  = 181), help-seeking ( N  = 155), technical aptitude enhancement ( N  = 122), time management ( N  = 98), and learning environment control ( N  = 73). Not surprisingly, the top two strategies were also the most consistently used across different challenges. However, looking closely at each of the seven challenges, the frequency of using a particular strategy varies. For TSC and LRC, the most frequently used strategy was resource management and utilization ( N  = 52, N  = 89, respectively), whereas technical aptitude enhancement was the students’ most preferred strategy to address TLCC ( N  = 77) and TCC ( N  = 38). In the case of SRC, SIC, and LEC, the most frequently employed strategies were time management ( N  = 71), psychological support ( N  = 53), and learning environment control ( N  = 60). In terms of consistency, help-seeking appears to be the most consistent across the different challenges in an online learning environment. Table ​ Table4 4 further reveals that strategies used by students within a specific type of challenge vary.

Students’ Strategies to Overcome Online Learning Challenges

Discussion and conclusions

The current study explores the challenges that students experienced in an online learning environment and how the pandemic impacted their online learning experience. The findings revealed that the online learning challenges of students varied in terms of type and extent. Their greatest challenge was linked to their learning environment at home, while their least challenge was technological literacy and competency. Based on the students’ responses, their challenges were also found to be aggravated by the pandemic, especially in terms of quality of learning experience, mental health, finances, interaction, and mobility. With reference to previous studies (i.e., Adarkwah, 2021 ; Copeland et al., 2021 ; Day et al., 2021 ; Fawaz et al., 2021 ; Kapasia et al., 2020 ; Khalil et al., 2020 ; Singh et al., 2020 ), the current study has complemented their findings on the pedagogical, logistical, socioeconomic, technological, and psychosocial online learning challenges that students experience within the context of the COVID-19 pandemic. Further, this study extended previous studies and our understanding of students’ online learning experience by identifying both the presence and extent of online learning challenges and by shedding light on the specific strategies they employed to overcome them.

Overall findings indicate that the extent of challenges and strategies varied from one student to another. Hence, they should be viewed as a consequence of interaction several many factors. Students’ responses suggest that their online learning challenges and strategies were mediated by the resources available to them, their interaction with their teachers and peers, and the school’s existing policies and guidelines for online learning. In the context of the pandemic, the imposed lockdowns and students’ socioeconomic condition aggravated the challenges that students experience.

While most studies revealed that technology use and competency were the most common challenges that students face during the online classes (see Rasheed et al., 2020 ), the case is a bit different in developing countries in times of pandemic. As the findings have shown, the learning environment is the greatest challenge that students needed to hurdle, particularly distractions at home (e.g., noise) and limitations in learning space and facilities. This data suggests that online learning challenges during the pandemic somehow vary from the typical challenges that students experience in a pre-pandemic online learning environment. One possible explanation for this result is that restriction in mobility may have aggravated this challenge since they could not go to the school or other learning spaces beyond the vicinity of their respective houses. As shown in the data, the imposition of lockdown restricted students’ learning experience (e.g., internship and laboratory experiments), limited their interaction with peers and teachers, caused depression, stress, and anxiety among students, and depleted the financial resources of those who belong to lower-income group. All of these adversely impacted students’ learning experience. This finding complemented earlier reports on the adverse impact of lockdown on students’ learning experience and the challenges posed by the home learning environment (e.g., Day et al., 2021 ; Kapasia et al., 2020 ). Nonetheless, further studies are required to validate the impact of restrictions on mobility on students’ online learning experience. The second reason that may explain the findings relates to students’ socioeconomic profile. Consistent with the findings of Adarkwah ( 2021 ) and Day et al. ( 2021 ), the current study reveals that the pandemic somehow exposed the many inequities in the educational systems within and across countries. In the case of a developing country, families from lower socioeconomic strata (as in the case of the students in this study) have limited learning space at home, access to quality Internet service, and online learning resources. This is the reason the learning environment and learning resources recorded the highest level of challenges. The socioeconomic profile of the students (i.e., low and middle-income group) is the same reason financial problems frequently surfaced from their responses. These students frequently linked the lack of financial resources to their access to the Internet, educational materials, and equipment necessary for online learning. Therefore, caution should be made when interpreting and extending the findings of this study to other contexts, particularly those from higher socioeconomic strata.

Among all the different online learning challenges, the students experienced the least challenge on technological literacy and competency. This is not surprising considering a plethora of research confirming Gen Z students’ (born since 1996) high technological and digital literacy (Barrot, 2018 ; Ng, 2012 ; Roblek et al., 2019 ). Regarding the impact of COVID-19 on students’ online learning experience, the findings reveal that teaching and learning quality and students’ mental health were the most affected. The anxiety that students experienced does not only come from the threats of COVID-19 itself but also from social and physical restrictions, unfamiliarity with new learning platforms, technical issues, and concerns about financial resources. These findings are consistent with that of Copeland et al. ( 2021 ) and Fawaz et al. ( 2021 ), who reported the adverse effects of the pandemic on students’ mental and emotional well-being. This data highlights the need to provide serious attention to the mediating effects of mental health, restrictions in mobility, and preparedness in delivering online learning.

Nonetheless, students employed a variety of strategies to overcome the challenges they faced during online learning. For instance, to address the home learning environment problems, students talked to their family (e.g., S12, S24), transferred to a quieter place (e.g., S7, S 26), studied at late night where all family members are sleeping already (e.g., S51), and consulted with their classmates and teachers (e.g., S3, S9, S156, S193). To overcome the challenges in learning resources, students used the Internet (e.g., S20, S27, S54, S91), joined Facebook groups that share free resources (e.g., S5), asked help from family members (e.g., S16), used resources available at home (e.g., S32), and consulted with the teachers (e.g., S124). The varying strategies of students confirmed earlier reports on the active orientation that students take when faced with academic- and non-academic-related issues in an online learning space (see Fawaz et al., 2021 ). The specific strategies that each student adopted may have been shaped by different factors surrounding him/her, such as available resources, student personality, family structure, relationship with peers and teacher, and aptitude. To expand this study, researchers may further investigate this area and explore how and why different factors shape their use of certain strategies.

Several implications can be drawn from the findings of this study. First, this study highlighted the importance of emergency response capability and readiness of higher education institutions in case another crisis strikes again. Critical areas that need utmost attention include (but not limited to) national and institutional policies, protocol and guidelines, technological infrastructure and resources, instructional delivery, staff development, potential inequalities, and collaboration among key stakeholders (i.e., parents, students, teachers, school leaders, industry, government education agencies, and community). Second, the findings have expanded our understanding of the different challenges that students might confront when we abruptly shift to full online learning, particularly those from countries with limited resources, poor Internet infrastructure, and poor home learning environment. Schools with a similar learning context could use the findings of this study in developing and enhancing their respective learning continuity plans to mitigate the adverse impact of the pandemic. This study would also provide students relevant information needed to reflect on the possible strategies that they may employ to overcome the challenges. These are critical information necessary for effective policymaking, decision-making, and future implementation of online learning. Third, teachers may find the results useful in providing proper interventions to address the reported challenges, particularly in the most critical areas. Finally, the findings provided us a nuanced understanding of the interdependence of learning tools, learners, and learning outcomes within an online learning environment; thus, giving us a multiperspective of hows and whys of a successful migration to full online learning.

Some limitations in this study need to be acknowledged and addressed in future studies. One limitation of this study is that it exclusively focused on students’ perspectives. Future studies may widen the sample by including all other actors taking part in the teaching–learning process. Researchers may go deeper by investigating teachers’ views and experience to have a complete view of the situation and how different elements interact between them or affect the others. Future studies may also identify some teacher-related factors that could influence students’ online learning experience. In the case of students, their age, sex, and degree programs may be examined in relation to the specific challenges and strategies they experience. Although the study involved a relatively large sample size, the participants were limited to college students from a Philippine university. To increase the robustness of the findings, future studies may expand the learning context to K-12 and several higher education institutions from different geographical regions. As a final note, this pandemic has undoubtedly reshaped and pushed the education system to its limits. However, this unprecedented event is the same thing that will make the education system stronger and survive future threats.

Authors’ contributions

Jessie Barrot led the planning, prepared the instrument, wrote the report, and processed and analyzed data. Ian Llenares participated in the planning, fielded the instrument, processed and analyzed data, reviewed the instrument, and contributed to report writing. Leo del Rosario participated in the planning, fielded the instrument, processed and analyzed data, reviewed the instrument, and contributed to report writing.

No funding was received in the conduct of this study.

Availability of data and materials

Declarations.

The study has undergone appropriate ethics protocol.

Informed consent was sought from the participants.

Authors consented the publication. Participants consented to publication as long as confidentiality is observed.

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines

• Published: 28 May 2021
• Volume 26 , pages 7321–7338, ( 2021 )

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• Jessie S. Barrot   ORCID: orcid.org/0000-0001-8517-4058 1 ,
• Ian I. Llenares 1 &
• Leo S. del Rosario 1  

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Recently, the education system has faced an unprecedented health crisis that has shaken up its foundation. Given today’s uncertainties, it is vital to gain a nuanced understanding of students’ online learning experience in times of the COVID-19 pandemic. Although many studies have investigated this area, limited information is available regarding the challenges and the specific strategies that students employ to overcome them. Thus, this study attempts to fill in the void. Using a mixed-methods approach, the findings revealed that the online learning challenges of college students varied in terms of type and extent. Their greatest challenge was linked to their learning environment at home, while their least challenge was technological literacy and competency. The findings further revealed that the COVID-19 pandemic had the greatest impact on the quality of the learning experience and students’ mental health. In terms of strategies employed by students, the most frequently used were resource management and utilization, help-seeking, technical aptitude enhancement, time management, and learning environment control. Implications for classroom practice, policy-making, and future research are discussed.

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1 Introduction

Since the 1990s, the world has seen significant changes in the landscape of education as a result of the ever-expanding influence of technology. One such development is the adoption of online learning across different learning contexts, whether formal or informal, academic and non-academic, and residential or remotely. We began to witness schools, teachers, and students increasingly adopt e-learning technologies that allow teachers to deliver instruction interactively, share resources seamlessly, and facilitate student collaboration and interaction (Elaish et al., 2019 ; Garcia et al., 2018 ). Although the efficacy of online learning has long been acknowledged by the education community (Barrot, 2020 , 2021 ; Cavanaugh et al., 2009 ; Kebritchi et al., 2017 ; Tallent-Runnels et al., 2006 ; Wallace, 2003 ), evidence on the challenges in its implementation continues to build up (e.g., Boelens et al., 2017 ; Rasheed et al., 2020 ).

Recently, the education system has faced an unprecedented health crisis (i.e., COVID-19 pandemic) that has shaken up its foundation. Thus, various governments across the globe have launched a crisis response to mitigate the adverse impact of the pandemic on education. This response includes, but is not limited to, curriculum revisions, provision for technological resources and infrastructure, shifts in the academic calendar, and policies on instructional delivery and assessment. Inevitably, these developments compelled educational institutions to migrate to full online learning until face-to-face instruction is allowed. The current circumstance is unique as it could aggravate the challenges experienced during online learning due to restrictions in movement and health protocols (Gonzales et al., 2020 ; Kapasia et al., 2020 ). Given today’s uncertainties, it is vital to gain a nuanced understanding of students’ online learning experience in times of the COVID-19 pandemic. To date, many studies have investigated this area with a focus on students’ mental health (Copeland et al., 2021 ; Fawaz et al., 2021 ), home learning (Suryaman et al., 2020 ), self-regulation (Carter et al., 2020 ), virtual learning environment (Almaiah et al., 2020 ; Hew et al., 2020 ; Tang et al., 2020 ), and students’ overall learning experience (e.g., Adarkwah, 2021 ; Day et al., 2021 ; Khalil et al., 2020 ; Singh et al., 2020 ). There are two key differences that set the current study apart from the previous studies. First, it sheds light on the direct impact of the pandemic on the challenges that students experience in an online learning space. Second, the current study explores students’ coping strategies in this new learning setup. Addressing these areas would shed light on the extent of challenges that students experience in a full online learning space, particularly within the context of the pandemic. Meanwhile, our nuanced understanding of the strategies that students use to overcome their challenges would provide relevant information to school administrators and teachers to better support the online learning needs of students. This information would also be critical in revisiting the typology of strategies in an online learning environment.

2 Literature review

2.1 education and the covid-19 pandemic.

In December 2019, an outbreak of a novel coronavirus, known as COVID-19, occurred in China and has spread rapidly across the globe within a few months. COVID-19 is an infectious disease caused by a new strain of coronavirus that attacks the respiratory system (World Health Organization, 2020 ). As of January 2021, COVID-19 has infected 94 million people and has caused 2 million deaths in 191 countries and territories (John Hopkins University, 2021 ). This pandemic has created a massive disruption of the educational systems, affecting over 1.5 billion students. It has forced the government to cancel national examinations and the schools to temporarily close, cease face-to-face instruction, and strictly observe physical distancing. These events have sparked the digital transformation of higher education and challenged its ability to respond promptly and effectively. Schools adopted relevant technologies, prepared learning and staff resources, set systems and infrastructure, established new teaching protocols, and adjusted their curricula. However, the transition was smooth for some schools but rough for others, particularly those from developing countries with limited infrastructure (Pham & Nguyen, 2020 ; Simbulan, 2020 ).

Inevitably, schools and other learning spaces were forced to migrate to full online learning as the world continues the battle to control the vicious spread of the virus. Online learning refers to a learning environment that uses the Internet and other technological devices and tools for synchronous and asynchronous instructional delivery and management of academic programs (Usher & Barak, 2020 ; Huang, 2019 ). Synchronous online learning involves real-time interactions between the teacher and the students, while asynchronous online learning occurs without a strict schedule for different students (Singh & Thurman, 2019 ). Within the context of the COVID-19 pandemic, online learning has taken the status of interim remote teaching that serves as a response to an exigency. However, the migration to a new learning space has faced several major concerns relating to policy, pedagogy, logistics, socioeconomic factors, technology, and psychosocial factors (Donitsa-Schmidt & Ramot, 2020 ; Khalil et al., 2020 ; Varea & González-Calvo, 2020 ). With reference to policies, government education agencies and schools scrambled to create fool-proof policies on governance structure, teacher management, and student management. Teachers, who were used to conventional teaching delivery, were also obliged to embrace technology despite their lack of technological literacy. To address this problem, online learning webinars and peer support systems were launched. On the part of the students, dropout rates increased due to economic, psychological, and academic reasons. Academically, although it is virtually possible for students to learn anything online, learning may perhaps be less than optimal, especially in courses that require face-to-face contact and direct interactions (Franchi, 2020 ).

2.2 Related studies

Recently, there has been an explosion of studies relating to the new normal in education. While many focused on national policies, professional development, and curriculum, others zeroed in on the specific learning experience of students during the pandemic. Among these are Copeland et al. ( 2021 ) and Fawaz et al. ( 2021 ) who examined the impact of COVID-19 on college students’ mental health and their coping mechanisms. Copeland et al. ( 2021 ) reported that the pandemic adversely affected students’ behavioral and emotional functioning, particularly attention and externalizing problems (i.e., mood and wellness behavior), which were caused by isolation, economic/health effects, and uncertainties. In Fawaz et al.’s ( 2021 ) study, students raised their concerns on learning and evaluation methods, overwhelming task load, technical difficulties, and confinement. To cope with these problems, students actively dealt with the situation by seeking help from their teachers and relatives and engaging in recreational activities. These active-oriented coping mechanisms of students were aligned with Carter et al.’s ( 2020 ), who explored students’ self-regulation strategies.

In another study, Tang et al. ( 2020 ) examined the efficacy of different online teaching modes among engineering students. Using a questionnaire, the results revealed that students were dissatisfied with online learning in general, particularly in the aspect of communication and question-and-answer modes. Nonetheless, the combined model of online teaching with flipped classrooms improved students’ attention, academic performance, and course evaluation. A parallel study was undertaken by Hew et al. ( 2020 ), who transformed conventional flipped classrooms into fully online flipped classes through a cloud-based video conferencing app. Their findings suggested that these two types of learning environments were equally effective. They also offered ways on how to effectively adopt videoconferencing-assisted online flipped classrooms. Unlike the two studies, Suryaman et al. ( 2020 ) looked into how learning occurred at home during the pandemic. Their findings showed that students faced many obstacles in a home learning environment, such as lack of mastery of technology, high Internet cost, and limited interaction/socialization between and among students. In a related study, Kapasia et al. ( 2020 ) investigated how lockdown impacts students’ learning performance. Their findings revealed that the lockdown made significant disruptions in students’ learning experience. The students also reported some challenges that they faced during their online classes. These include anxiety, depression, poor Internet service, and unfavorable home learning environment, which were aggravated when students are marginalized and from remote areas. Contrary to Kapasia et al.’s ( 2020 ) findings, Gonzales et al. ( 2020 ) found that confinement of students during the pandemic had significant positive effects on their performance. They attributed these results to students’ continuous use of learning strategies which, in turn, improved their learning efficiency.

Finally, there are those that focused on students’ overall online learning experience during the COVID-19 pandemic. One such study was that of Singh et al. ( 2020 ), who examined students’ experience during the COVID-19 pandemic using a quantitative descriptive approach. Their findings indicated that students appreciated the use of online learning during the pandemic. However, half of them believed that the traditional classroom setting was more effective than the online learning platform. Methodologically, the researchers acknowledge that the quantitative nature of their study restricts a deeper interpretation of the findings. Unlike the above study, Khalil et al. ( 2020 ) qualitatively explored the efficacy of synchronized online learning in a medical school in Saudi Arabia. The results indicated that students generally perceive synchronous online learning positively, particularly in terms of time management and efficacy. However, they also reported technical (internet connectivity and poor utility of tools), methodological (content delivery), and behavioral (individual personality) challenges. Their findings also highlighted the failure of the online learning environment to address the needs of courses that require hands-on practice despite efforts to adopt virtual laboratories. In a parallel study, Adarkwah ( 2021 ) examined students’ online learning experience during the pandemic using a narrative inquiry approach. The findings indicated that Ghanaian students considered online learning as ineffective due to several challenges that they encountered. Among these were lack of social interaction among students, poor communication, lack of ICT resources, and poor learning outcomes. More recently, Day et al. ( 2021 ) examined the immediate impact of COVID-19 on students’ learning experience. Evidence from six institutions across three countries revealed some positive experiences and pre-existing inequities. Among the reported challenges are lack of appropriate devices, poor learning space at home, stress among students, and lack of fieldwork and access to laboratories.

Although there are few studies that report the online learning challenges that higher education students experience during the pandemic, limited information is available regarding the specific strategies that they use to overcome them. It is in this context that the current study was undertaken. This mixed-methods study investigates students’ online learning experience in higher education. Specifically, the following research questions are addressed: (1) What is the extent of challenges that students experience in an online learning environment? (2) How did the COVID-19 pandemic impact the online learning challenges that students experience? (3) What strategies did students use to overcome the challenges?

2.3 Conceptual framework

The typology of challenges examined in this study is largely based on Rasheed et al.’s ( 2020 ) review of students’ experience in an online learning environment. These challenges are grouped into five general clusters, namely self-regulation (SRC), technological literacy and competency (TLCC), student isolation (SIC), technological sufficiency (TSC), and technological complexity (TCC) challenges (Rasheed et al., 2020 , p. 5). SRC refers to a set of behavior by which students exercise control over their emotions, actions, and thoughts to achieve learning objectives. TLCC relates to a set of challenges about students’ ability to effectively use technology for learning purposes. SIC relates to the emotional discomfort that students experience as a result of being lonely and secluded from their peers. TSC refers to a set of challenges that students experience when accessing available online technologies for learning. Finally, there is TCC which involves challenges that students experience when exposed to complex and over-sufficient technologies for online learning.

To extend Rasheed et al. ( 2020 ) categories and to cover other potential challenges during online classes, two more clusters were added, namely learning resource challenges (LRC) and learning environment challenges (LEC) (Buehler, 2004 ; Recker et al., 2004 ; Seplaki et al., 2014 ; Xue et al., 2020 ). LRC refers to a set of challenges that students face relating to their use of library resources and instructional materials, whereas LEC is a set of challenges that students experience related to the condition of their learning space that shapes their learning experiences, beliefs, and attitudes. Since learning environment at home and learning resources available to students has been reported to significantly impact the quality of learning and their achievement of learning outcomes (Drane et al., 2020 ; Suryaman et al., 2020 ), the inclusion of LRC and LEC would allow us to capture other important challenges that students experience during the pandemic, particularly those from developing regions. This comprehensive list would provide us a clearer and detailed picture of students’ experiences when engaged in online learning in an emergency. Given the restrictions in mobility at macro and micro levels during the pandemic, it is also expected that such conditions would aggravate these challenges. Therefore, this paper intends to understand these challenges from students’ perspectives since they are the ones that are ultimately impacted when the issue is about the learning experience. We also seek to explore areas that provide inconclusive findings, thereby setting the path for future research.

3 Material and methods

The present study adopted a descriptive, mixed-methods approach to address the research questions. This approach allowed the researchers to collect complex data about students’ experience in an online learning environment and to clearly understand the phenomena from their perspective.

3.1 Participants

This study involved 200 (66 male and 134 female) students from a private higher education institution in the Philippines. These participants were Psychology, Physical Education, and Sports Management majors whose ages ranged from 17 to 25 ( x̅  = 19.81; SD  = 1.80). The students have been engaged in online learning for at least two terms in both synchronous and asynchronous modes. The students belonged to low- and middle-income groups but were equipped with the basic online learning equipment (e.g., computer, headset, speakers) and computer skills necessary for their participation in online classes. Table 1 shows the primary and secondary platforms that students used during their online classes. The primary platforms are those that are formally adopted by teachers and students in a structured academic context, whereas the secondary platforms are those that are informally and spontaneously used by students and teachers for informal learning and to supplement instructional delivery. Note that almost all students identified MS Teams as their primary platform because it is the official learning management system of the university.

Informed consent was sought from the participants prior to their involvement. Before students signed the informed consent form, they were oriented about the objectives of the study and the extent of their involvement. They were also briefed about the confidentiality of information, their anonymity, and their right to refuse to participate in the investigation. Finally, the participants were informed that they would incur no additional cost from their participation.

3.2 Instrument and data collection

The data were collected using a retrospective self-report questionnaire and a focused group discussion (FGD). A self-report questionnaire was considered appropriate because the indicators relate to affective responses and attitude (Araujo et al., 2017 ; Barrot, 2016 ; Spector, 1994 ). Although the participants may tell more than what they know or do in a self-report survey (Matsumoto, 1994 ), this challenge was addressed by explaining to them in detail each of the indicators and using methodological triangulation through FGD. The questionnaire was divided into four sections: (1) participant’s personal information section, (2) the background information on the online learning environment, (3) the rating scale section for the online learning challenges, (4) the open-ended section. The personal information section asked about the students’ personal information (name, school, course, age, and sex), while the background information section explored the online learning mode and platforms (primary and secondary) used in class, and students’ length of engagement in online classes. The rating scale section contained 37 items that relate to SRC (6 items), TLCC (10 items), SIC (4 items), TSC (6 items), TCC (3 items), LRC (4 items), and LEC (4 items). The Likert scale uses six scores (i.e., 5– to a very great extent , 4– to a great extent , 3– to a moderate extent , 2– to some extent , 1– to a small extent , and 0 –not at all/negligible ) assigned to each of the 37 items. Finally, the open-ended questions asked about other challenges that students experienced, the impact of the pandemic on the intensity or extent of the challenges they experienced, and the strategies that the participants employed to overcome the eight different types of challenges during online learning. Two experienced educators and researchers reviewed the questionnaire for clarity, accuracy, and content and face validity. The piloting of the instrument revealed that the tool had good internal consistency (Cronbach’s α = 0.96).

The FGD protocol contains two major sections: the participants’ background information and the main questions. The background information section asked about the students’ names, age, courses being taken, online learning mode used in class. The items in the main questions section covered questions relating to the students’ overall attitude toward online learning during the pandemic, the reasons for the scores they assigned to each of the challenges they experienced, the impact of the pandemic on students’ challenges, and the strategies they employed to address the challenges. The same experts identified above validated the FGD protocol.

Both the questionnaire and the FGD were conducted online via Google survey and MS Teams, respectively. It took approximately 20 min to complete the questionnaire, while the FGD lasted for about 90 min. Students were allowed to ask for clarification and additional explanations relating to the questionnaire content, FGD, and procedure. Online surveys and interview were used because of the ongoing lockdown in the city. For the purpose of triangulation, 20 (10 from Psychology and 10 from Physical Education and Sports Management) randomly selected students were invited to participate in the FGD. Two separate FGDs were scheduled for each group and were facilitated by researcher 2 and researcher 3, respectively. The interviewers ensured that the participants were comfortable and open to talk freely during the FGD to avoid social desirability biases (Bergen & Labonté, 2020 ). These were done by informing the participants that there are no wrong responses and that their identity and responses would be handled with the utmost confidentiality. With the permission of the participants, the FGD was recorded to ensure that all relevant information was accurately captured for transcription and analysis.

3.3 Data analysis

To address the research questions, we used both quantitative and qualitative analyses. For the quantitative analysis, we entered all the data into an excel spreadsheet. Then, we computed the mean scores ( M ) and standard deviations ( SD ) to determine the level of challenges experienced by students during online learning. The mean score for each descriptor was interpreted using the following scheme: 4.18 to 5.00 ( to a very great extent ), 3.34 to 4.17 ( to a great extent ), 2.51 to 3.33 ( to a moderate extent ), 1.68 to 2.50 ( to some extent ), 0.84 to 1.67 ( to a small extent ), and 0 to 0.83 ( not at all/negligible ). The equal interval was adopted because it produces more reliable and valid information than other types of scales (Cicchetti et al., 2006 ).

For the qualitative data, we analyzed the students’ responses in the open-ended questions and the transcribed FGD using the predetermined categories in the conceptual framework. Specifically, we used multilevel coding in classifying the codes from the transcripts (Birks & Mills, 2011 ). To do this, we identified the relevant codes from the responses of the participants and categorized these codes based on the similarities or relatedness of their properties and dimensions. Then, we performed a constant comparative and progressive analysis of cases to allow the initially identified subcategories to emerge and take shape. To ensure the reliability of the analysis, two coders independently analyzed the qualitative data. Both coders familiarize themselves with the purpose, research questions, research method, and codes and coding scheme of the study. They also had a calibration session and discussed ways on how they could consistently analyze the qualitative data. Percent of agreement between the two coders was 86 percent. Any disagreements in the analysis were discussed by the coders until an agreement was achieved.

This study investigated students’ online learning experience in higher education within the context of the pandemic. Specifically, we identified the extent of challenges that students experienced, how the COVID-19 pandemic impacted their online learning experience, and the strategies that they used to confront these challenges.

4.1 The extent of students’ online learning challenges

Table 2 presents the mean scores and SD for the extent of challenges that students’ experienced during online learning. Overall, the students experienced the identified challenges to a moderate extent ( x̅  = 2.62, SD  = 1.03) with scores ranging from x̅  = 1.72 ( to some extent ) to x̅  = 3.58 ( to a great extent ). More specifically, the greatest challenge that students experienced was related to the learning environment ( x̅  = 3.49, SD  = 1.27), particularly on distractions at home, limitations in completing the requirements for certain subjects, and difficulties in selecting the learning areas and study schedule. It is, however, found that the least challenge was on technological literacy and competency ( x̅  = 2.10, SD  = 1.13), particularly on knowledge and training in the use of technology, technological intimidation, and resistance to learning technologies. Other areas that students experienced the least challenge are Internet access under TSC and procrastination under SRC. Nonetheless, nearly half of the students’ responses per indicator rated the challenges they experienced as moderate (14 of the 37 indicators), particularly in TCC ( x̅  = 2.51, SD  = 1.31), SIC ( x̅  = 2.77, SD  = 1.34), and LRC ( x̅  = 2.93, SD  = 1.31).

Out of 200 students, 181 responded to the question about other challenges that they experienced. Most of their responses were already covered by the seven predetermined categories, except for 18 responses related to physical discomfort ( N  = 5) and financial challenges ( N  = 13). For instance, S108 commented that “when it comes to eyes and head, my eyes and head get ache if the session of class was 3 h straight in front of my gadget.” In the same vein, S194 reported that “the long exposure to gadgets especially laptop, resulting in body pain & headaches.” With reference to physical financial challenges, S66 noted that “not all the time I have money to load”, while S121 claimed that “I don't know until when are we going to afford budgeting our money instead of buying essentials.”

4.2 Impact of the pandemic on students’ online learning challenges

Another objective of this study was to identify how COVID-19 influenced the online learning challenges that students experienced. As shown in Table 3 , most of the students’ responses were related to teaching and learning quality ( N  = 86) and anxiety and other mental health issues ( N  = 52). Regarding the adverse impact on teaching and learning quality, most of the comments relate to the lack of preparation for the transition to online platforms (e.g., S23, S64), limited infrastructure (e.g., S13, S65, S99, S117), and poor Internet service (e.g., S3, S9, S17, S41, S65, S99). For the anxiety and mental health issues, most students reported that the anxiety, boredom, sadness, and isolation they experienced had adversely impacted the way they learn (e.g., S11, S130), completing their tasks/activities (e.g., S56, S156), and their motivation to continue studying (e.g., S122, S192). The data also reveal that COVID-19 aggravated the financial difficulties experienced by some students ( N  = 16), consequently affecting their online learning experience. This financial impact mainly revolved around the lack of funding for their online classes as a result of their parents’ unemployment and the high cost of Internet data (e.g., S18, S113, S167). Meanwhile, few concerns were raised in relation to COVID-19’s impact on mobility ( N  = 7) and face-to-face interactions ( N  = 7). For instance, some commented that the lack of face-to-face interaction with her classmates had a detrimental effect on her learning (S46) and socialization skills (S36), while others reported that restrictions in mobility limited their learning experience (S78, S110). Very few comments were related to no effect ( N  = 4) and positive effect ( N  = 2). The above findings suggest the pandemic had additive adverse effects on students’ online learning experience.

4.3 Students’ strategies to overcome challenges in an online learning environment

The third objective of this study is to identify the strategies that students employed to overcome the different online learning challenges they experienced. Table 4 presents that the most commonly used strategies used by students were resource management and utilization ( N  = 181), help-seeking ( N  = 155), technical aptitude enhancement ( N  = 122), time management ( N  = 98), and learning environment control ( N  = 73). Not surprisingly, the top two strategies were also the most consistently used across different challenges. However, looking closely at each of the seven challenges, the frequency of using a particular strategy varies. For TSC and LRC, the most frequently used strategy was resource management and utilization ( N  = 52, N  = 89, respectively), whereas technical aptitude enhancement was the students’ most preferred strategy to address TLCC ( N  = 77) and TCC ( N  = 38). In the case of SRC, SIC, and LEC, the most frequently employed strategies were time management ( N  = 71), psychological support ( N  = 53), and learning environment control ( N  = 60). In terms of consistency, help-seeking appears to be the most consistent across the different challenges in an online learning environment. Table 4 further reveals that strategies used by students within a specific type of challenge vary.

5 Discussion and conclusions

The current study explores the challenges that students experienced in an online learning environment and how the pandemic impacted their online learning experience. The findings revealed that the online learning challenges of students varied in terms of type and extent. Their greatest challenge was linked to their learning environment at home, while their least challenge was technological literacy and competency. Based on the students’ responses, their challenges were also found to be aggravated by the pandemic, especially in terms of quality of learning experience, mental health, finances, interaction, and mobility. With reference to previous studies (i.e., Adarkwah, 2021 ; Copeland et al., 2021 ; Day et al., 2021 ; Fawaz et al., 2021 ; Kapasia et al., 2020 ; Khalil et al., 2020 ; Singh et al., 2020 ), the current study has complemented their findings on the pedagogical, logistical, socioeconomic, technological, and psychosocial online learning challenges that students experience within the context of the COVID-19 pandemic. Further, this study extended previous studies and our understanding of students’ online learning experience by identifying both the presence and extent of online learning challenges and by shedding light on the specific strategies they employed to overcome them.

Overall findings indicate that the extent of challenges and strategies varied from one student to another. Hence, they should be viewed as a consequence of interaction several many factors. Students’ responses suggest that their online learning challenges and strategies were mediated by the resources available to them, their interaction with their teachers and peers, and the school’s existing policies and guidelines for online learning. In the context of the pandemic, the imposed lockdowns and students’ socioeconomic condition aggravated the challenges that students experience.

While most studies revealed that technology use and competency were the most common challenges that students face during the online classes (see Rasheed et al., 2020 ), the case is a bit different in developing countries in times of pandemic. As the findings have shown, the learning environment is the greatest challenge that students needed to hurdle, particularly distractions at home (e.g., noise) and limitations in learning space and facilities. This data suggests that online learning challenges during the pandemic somehow vary from the typical challenges that students experience in a pre-pandemic online learning environment. One possible explanation for this result is that restriction in mobility may have aggravated this challenge since they could not go to the school or other learning spaces beyond the vicinity of their respective houses. As shown in the data, the imposition of lockdown restricted students’ learning experience (e.g., internship and laboratory experiments), limited their interaction with peers and teachers, caused depression, stress, and anxiety among students, and depleted the financial resources of those who belong to lower-income group. All of these adversely impacted students’ learning experience. This finding complemented earlier reports on the adverse impact of lockdown on students’ learning experience and the challenges posed by the home learning environment (e.g., Day et al., 2021 ; Kapasia et al., 2020 ). Nonetheless, further studies are required to validate the impact of restrictions on mobility on students’ online learning experience. The second reason that may explain the findings relates to students’ socioeconomic profile. Consistent with the findings of Adarkwah ( 2021 ) and Day et al. ( 2021 ), the current study reveals that the pandemic somehow exposed the many inequities in the educational systems within and across countries. In the case of a developing country, families from lower socioeconomic strata (as in the case of the students in this study) have limited learning space at home, access to quality Internet service, and online learning resources. This is the reason the learning environment and learning resources recorded the highest level of challenges. The socioeconomic profile of the students (i.e., low and middle-income group) is the same reason financial problems frequently surfaced from their responses. These students frequently linked the lack of financial resources to their access to the Internet, educational materials, and equipment necessary for online learning. Therefore, caution should be made when interpreting and extending the findings of this study to other contexts, particularly those from higher socioeconomic strata.

Among all the different online learning challenges, the students experienced the least challenge on technological literacy and competency. This is not surprising considering a plethora of research confirming Gen Z students’ (born since 1996) high technological and digital literacy (Barrot, 2018 ; Ng, 2012 ; Roblek et al., 2019 ). Regarding the impact of COVID-19 on students’ online learning experience, the findings reveal that teaching and learning quality and students’ mental health were the most affected. The anxiety that students experienced does not only come from the threats of COVID-19 itself but also from social and physical restrictions, unfamiliarity with new learning platforms, technical issues, and concerns about financial resources. These findings are consistent with that of Copeland et al. ( 2021 ) and Fawaz et al. ( 2021 ), who reported the adverse effects of the pandemic on students’ mental and emotional well-being. This data highlights the need to provide serious attention to the mediating effects of mental health, restrictions in mobility, and preparedness in delivering online learning.

Nonetheless, students employed a variety of strategies to overcome the challenges they faced during online learning. For instance, to address the home learning environment problems, students talked to their family (e.g., S12, S24), transferred to a quieter place (e.g., S7, S 26), studied at late night where all family members are sleeping already (e.g., S51), and consulted with their classmates and teachers (e.g., S3, S9, S156, S193). To overcome the challenges in learning resources, students used the Internet (e.g., S20, S27, S54, S91), joined Facebook groups that share free resources (e.g., S5), asked help from family members (e.g., S16), used resources available at home (e.g., S32), and consulted with the teachers (e.g., S124). The varying strategies of students confirmed earlier reports on the active orientation that students take when faced with academic- and non-academic-related issues in an online learning space (see Fawaz et al., 2021 ). The specific strategies that each student adopted may have been shaped by different factors surrounding him/her, such as available resources, student personality, family structure, relationship with peers and teacher, and aptitude. To expand this study, researchers may further investigate this area and explore how and why different factors shape their use of certain strategies.

Several implications can be drawn from the findings of this study. First, this study highlighted the importance of emergency response capability and readiness of higher education institutions in case another crisis strikes again. Critical areas that need utmost attention include (but not limited to) national and institutional policies, protocol and guidelines, technological infrastructure and resources, instructional delivery, staff development, potential inequalities, and collaboration among key stakeholders (i.e., parents, students, teachers, school leaders, industry, government education agencies, and community). Second, the findings have expanded our understanding of the different challenges that students might confront when we abruptly shift to full online learning, particularly those from countries with limited resources, poor Internet infrastructure, and poor home learning environment. Schools with a similar learning context could use the findings of this study in developing and enhancing their respective learning continuity plans to mitigate the adverse impact of the pandemic. This study would also provide students relevant information needed to reflect on the possible strategies that they may employ to overcome the challenges. These are critical information necessary for effective policymaking, decision-making, and future implementation of online learning. Third, teachers may find the results useful in providing proper interventions to address the reported challenges, particularly in the most critical areas. Finally, the findings provided us a nuanced understanding of the interdependence of learning tools, learners, and learning outcomes within an online learning environment; thus, giving us a multiperspective of hows and whys of a successful migration to full online learning.

Some limitations in this study need to be acknowledged and addressed in future studies. One limitation of this study is that it exclusively focused on students’ perspectives. Future studies may widen the sample by including all other actors taking part in the teaching–learning process. Researchers may go deeper by investigating teachers’ views and experience to have a complete view of the situation and how different elements interact between them or affect the others. Future studies may also identify some teacher-related factors that could influence students’ online learning experience. In the case of students, their age, sex, and degree programs may be examined in relation to the specific challenges and strategies they experience. Although the study involved a relatively large sample size, the participants were limited to college students from a Philippine university. To increase the robustness of the findings, future studies may expand the learning context to K-12 and several higher education institutions from different geographical regions. As a final note, this pandemic has undoubtedly reshaped and pushed the education system to its limits. However, this unprecedented event is the same thing that will make the education system stronger and survive future threats.

Availability of data and materials

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

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Barrot, J.S., Llenares, I.I. & del Rosario, L.S. Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Educ Inf Technol 26 , 7321–7338 (2021). https://doi.org/10.1007/s10639-021-10589-x

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Tackle Challenges of Online Classes Due to COVID-19

College students should proactively contact professors or support staff with any questions about the transition, experts say.

Tackling Online Classes During COVID-19

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College students in online classes face challenges like distractions, technical issues and lack of in-person interaction.

Like many college students nationwide, 21-year-old Alyssa Ashford is facing the challenges of unexpectedly switching to online classes due to the coronavirus outbreak. The junior premed student at Washington University in St. Louis is finishing the semester remotely from her home in St. Louis.

During the week, Ashford's father goes to work for an essential job, while her mother stays home to watch her 4-year-old and 7-month-old cousins, which can cause distractions while she's studying. She sometimes goes to her grandfather's house so she can focus. Juggling family responsibilities with her coursework is also a challenge, which is why Ashford carefully plans out every day.

"I write down my most important tasks for the entire month, and then I also write a weekly planner that lists my goals, and then I write a daily planner to accomplish those goals," Ashford says. "And with the transition from in person to online, I had to make sure that I kept a rigid schedule now that I really do have to go to class on my own time."

In the middle of the spring semester, undergraduate students across the U.S. had to suddenly pack up their belongings and finish their courses away from campus , an adjustment for many who are accustomed to in-person classes. Some colleges have announced they will continue offering only online classes through the summer semester, but many have yet to decide on the fall.

In a survey of more than 400 college students whose schools recently switched over to online education – conducted in March by Barnes & Noble College Insights – 60% of students said they felt at least somewhat prepared for the change. This was particularly true among students who previously took an online course. Still, 64% of survey respondents expressed concerns about being able to focus and maintaining the self-discipline needed to study remotely.

More recent polling from College Reaction/Axios in April showed that 77% of more than 800 college students surveyed said they felt distance learning is worse or much worse than in-person classes.

Here are some of the most common challenges undergraduate students are currently facing with online classes along with specific tips on how to address them:

• Technical issues.
• Distractions and time management.
• Staying motivated.
• Understanding course expectations.
• Lack of in-person interaction.
• Adapting to unfamiliar technology.
• Uncertainty about the future.

Technical Issues

Unfortunately, experts say, technical issues are bound to happen in an online-only environment. Ashford says that while attending one of her classes live through videoconferencing, her computer suddenly shut down and she needed to restart the device. There are also moments when her Wi-Fi is spotty.

The solution: The most important step is to stay in touch with professors and inform them about what's happening, experts say. They will hopefully understand and be flexible about the situation, perhaps even recording class sessions as a backup.

"There will be technology issues, and I think it's important that every student understands they're not alone in that, to allow themselves the patience to work through the problem," says Dawn Coder, director of academic advising and student disability services at the online Pennsylvania State University—World Campus . She adds that there's usually a fix for whatever issue arises. A school's technical support services can be a valuable resource, Coder says.

Distractions and Time Management

While studying from home or wherever students may be, there can be more distractions than usual, especially with family and possibly younger siblings around, says Reggie Smith III, CEO and executive director of the nonprofit United States Distance Learning Association.

As a result of these distractions – and possibly having additional responsibilities – time management becomes more challenging.

The solution: "Try to think about building a schedule – figuring out when you're going to do what you're going to do and then sharing that with the other people in your house," says Beth Martin, senior lecturer in environmental studies at Washington University in St. Louis. Students should still prioritize their physical and mental health , even if life is busier than usual, she adds.

Students should also try to identify a quiet time and place in their house to complete their coursework, if possible – even if that time is late at night, Smith says. If their other responsibilities become too overwhelming, students should consider talking with their academic adviser about course load options for the semester, he says.

For instance, some schools are allowing students to switch at least some classes to a pass-fail grading system for the spring, which could help ease some anxieties, experts say – though the policy changes vary across colleges.

Staying Motivated

Given that students may not be attending class at a set time on a physical campus, finding the motivation to get started on coursework can be difficult, experts say.

"When you don't see your home as a space of work, it's kind of a struggle to get in that mindset," says Emily Effren, a senior at Texas Tech University majoring in journalism as well as electronic media and communications. "But I have different places in my house, where my room will be my little oasis, but my downstairs kitchen table is where I'll sit down and get my work done."

The solution: In addition to creating a daily schedule and finding a productive workspace, Coder says it can also help to simply focus on the ultimate goal.

"At the end of the day, look back on the day and check mark off all of those items that you've completed. Knowing that you did will help to motivate you as well," Coder says.

She adds that staying in touch with classmates, in addition to reaching out to faculty or academic staff as needed, can also help motivate students.

Understanding Course Expectations

The sudden switch to online learning has left some students confused about some course requirements for the rest of the semester. They may wonder, for instance, if a final group presentation is still happening given that students can no longer meet on campus, or if they need to complete labs for science classes.

Students may also wonder whether their classes will have live lectures through videoconferencing at a set time on a certain day, or whether students are expected to learn the material on their own time.

The solution: Experts say students should be proactive in asking their professors questions about course expectations for the spring and whether there are any changes to requirements given the transition. Whether classes will be held live varies depending on the school, professor and discipline.

"Knowing the expectations as an online learner will help with time management because, again, you can plan out and schedule what's really needed week after week," Coder says.

Lack of In-Person Interaction

The lack of in-person interaction with both instructors and classmates can be particularly challenging. Allison Proszowski, a senior at Rutgers University—New Brunswick , is taking her spring classes online from her off-campus residence near the school. The chemical engineering major usually leads a study group for younger students on campus.

On campus, "It would be about me and 20 students taking the class. So you have that in-person, face-to-face interaction; it's a smaller group, you talk to the students, they talk to each other," Proszowski says. "And now transitioning that to an online environment has just not been the same."

The adjustment can be particularly difficult for students taking classes that are better suited for the face-to-face format, like those with science lab components.

"I'm a hands-on person," says Ashford, who now watches physics labs in a digital recording and then takes a quiz afterward. "I consider myself a visual learner as well, but I prefer to play around with the materials as well as converse with other students to understand the material better."

The solution: Experts say students should take advantage of the tools at their disposal. While not ideal for all learners, the best alternative to actual face-to-face interaction may be videoconferencing programs like Zoom, Skype or FaceTime. Talking on the phone with classmates or a professor is also an option.

Proszowski says she has attended virtual office hours to speak with her professors directly. "You have your video on, the professor has their video on, and you can kind of talk to them and get a little bit of additional help," she says.

Adapting to Unfamiliar Technology

Given the transition to online classes, Martin and her students are now adapting to some digital tools, she says.

"I think all of us have had to learn to use technology in the last couple months that some of us have never heard of, some of us may have used just a little bit of," says Martin, who typically teaches classes on campus.

The solution: Use the resources available through the school, Coder says. While this can include reaching out to technical support, students should determine whether they can save themselves time by looking up answers to their technology questions online or watching a video tutorial.

Uncertainty About the Future

The sudden switch to online classes for the spring semester – and the summer, in some cases – has caused anxiety and raised questions among students about their academic futures. Some are considering taking the fall semester off if their school continues to stick with online classes, for instance, while others are concerned about upholding a full course load while juggling family responsibilities at home.

The solution: Smith recommends students speak with an adviser or student support services as needed to determine whether adjustments can be made to their spring course schedule or a future semester if needed. For example, he says, a student may want to take fewer course credits in a future semester if his or her school continues offering only online classes and the student finds this format challenging.

Regardless of the challenges that come with the transition to online classes, students should remember that assistance is available, Coder says.

"It can be a difficult transition," Coder says. "But it doesn't have to be because there are many people who are willing and able to help with it."

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Essays About Online Class: Top 5 Examples and 7 Prompts

Essays about online class tell many stories. If you need to write about e-learning, discover the top examples and prompts for the subject in our guide.

With over 5.8 million American students attending in 2021, online classes are now one of the education sector’s most popular and modern learning methods. Although it became prevalent because of the pandemic, it’s believed that the concept of distance learning began in the late 1800s .

Online classes pose many benefits that many still take advantage of even after the pandemic. However, not everyone adjusts well to this technology-centered learning due to no face-to-face contact and difficulty learning without the back-and-forth of lesson question time. 

1. My Experience as an Online Student by Debra Sicard

2. how to succeed in online classes essay by anonymous on ivypanda.com, 3. essay on advantages and disadvantages of online classes by anonymous on selfstudymantra.com, 4. online school vs. traditional school essay by anonymous on gradesfixer.com, 5. short essay on online classes by anonymous on byjus.com, 7 helpful prompts on essays about online class, 1. online classes: defined, 2. my experience with online classes during lockdown, 3. how does online class work, 4. the best sites for online class, 5. the pros and cons of enrolling in online class, 6. review of a book about online class, 7. should online classes be the norm.

“I am not a traditional student, so I have non-traditional needs… online classes fit my lifestyle.”

Sicard shares her positive experience with online classes, primarily centering her essay on convenience. She says that with online courses, she can fit more lessons into her schedule, save her money on gas, and have more time with her family. In addition, she mentions she can work and do other things besides taking her credits.

To have a proper perspective of the topic, Sicard also includes the disadvantages of virtual learning, such as devices catching viruses and missing in-real-life interactions with her professors and classmates. But, she believes that an online student can learn as much or even more than what students learn in traditional classes.

“In an online class, a student can only achieve success if he is committed to time management, balancing personal obligations, finding an ideal study environment, asking questions, and applying more effort to completing the course requirements.”

This essay contains steps a non-traditional student can take to avoid failing online classes. The author says that students, especially multitaskers, must know how to manage and balance their time to avoid losing focus. In addition, having a dedicated study spot is necessary to avoid distractions.

“Online classes or online method of learning presents an easy and comfortable method to achieve knowledge. Online classes have now become a great alternative to traditional classes.”

The writer delves into the benefits and drawbacks of online versus traditional learning. Virtual classes offer students freedom regarding their schedules and whereabouts. Some schools also allow students to learn for free. E-learning effectively trains individuals to be responsible and disciplined. 

However, individuals who are not computer literate will find online classes frustrating. Plus, electronic devices can be bad for health, and a lack of personal interaction can hinder personality development.

“[Online course] will also help you become more self-motivated, a trait that will make you stand out in the workplace and beyond.”

By listing the similarities and differences between online and traditional schools, the author demonstrates what classes a student should pick. The writer concludes that while traditional schools prepare students for the real world by interacting with diverse people, online schools help students become more self-motivated to stand out.

“The advantages of online classes take over their disadvantages. If students want to learn, then they have immense opportunities to learn from online classes.”

The author defines online classes as a type of education system where students use electronic devices with an internet connection to learn. However, while online learning improves the quality of education, it can also make the student lazy and cultivates a sense of isolation. Ultimately, they believe that to have the best education system, school teachers and officials must learn how to combine the two methods.

If the topic you’re thinking of is still confusing and you don’t know where to start, here are seven easy writing prompts to inspire you:

Explain the topic to your reader and give a brief history of the origins of online classes. Then briefly compare it to the traditional class to make the differences clear. Finally, point out the distinct features of online classes that conventional learning doesn’t offer, such as face-to-face interaction and question-and-answer debates. You can also discuss various online classes schools offer, such as hybrid learning, interactive online courses, etc.

Tell your story if you’re a student with experience with online classes. Narrate how your school switched to virtual classrooms. Relay the challenges you encountered, including how you adapted. Finish your essay by stating your current preference and why. 

For example, you favor e-learning because it cuts your transportation expenses, helps you be more responsible for managing your time, and lets you sleep in the mornings.

Relate your experience when your school moved online. Discuss any equipment or devices you need to buy before enrolling in your online class. Explain how your school handles online courses and what it does when there are technical difficulties. Add how these challenges (such as unstable internet connection and sudden power outage), such as attendance and participation, impact a class.

To make your essay more intriguing, add the average price of your online classes and if you think it’s fair. For instance, you can argue that since schools don’t provide computers and save expenses on cleaning and utilities when physical classrooms are unused, they should cut their laboratory or miscellaneous fees. You may also be interested in these articles about back to school .

Zoom, Google Classroom, and Microsoft Team are just three of the most popular online teaching software for online classes. In this prompt, look for the most useful and efficient software sites teachers or schools should incorporate into e-learning. Find examples or reliable data that show the number of students or schools that use them. Finally, ensure the details you add are accurate to make your essay credible.

Do you want to write about technology instead? Check out our  essays about technology .

Discussing online classes’ positive and negative effects is a usual essay topic. To make your essay stand out, pick the most impactful points on everyone involved. Don’t just explore the students’ perspectives. Include how virtual learning influences teachers, parents, and businesses.

To give you an idea, you can look into businesses near the campus that closed down when the school shifted to virtual classrooms.

This prompt requires you to search for publications about online classes and share your opinion on them.

For example, John F. Lyons’s book, How to Succeed in an Online Class , published in 2011, introduced technology students encounter in online classes. Suppose you read this book. First, enumerate Lyons’ advice, tips, and learning techniques to prevent a student from failing their online course. Then, briefly explain them individually and include examples or proof that his advice helped.

Online schooling has been around for a long time but has only become widespread because of the pandemic. Use this prompt to write your opinion on whether schools should make virtual learning a permanent option for students. Whatever your answer is, explain your reason to your readers.If you’re interested in learning more about essays, check out our essay writing tips !

Maria Caballero is a freelance writer who has been writing since high school. She believes that to be a writer doesn't only refer to excellent syntax and semantics but also knowing how to weave words together to communicate to any reader effectively.

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The opportunities and challenges of digital learning

Subscribe to the center for economic security and opportunity newsletter, brian a. jacob brian a. jacob walter h. annenberg professor of education policy; professor of economics, and professor of education - university of michigan, former brookings expert.

May 5, 2016

Twenty years ago this week, one of my very first writings on education policy appeared in print. [i] It was an opinion piece I wrote while teaching middle school in East Harlem, in which I described my school’s struggle to effectively use classroom computers. Two decades later, as a professor of economics and education policy, I am engaged in several research projects studying the use and impact of digital learning. [ii]

Much has changed since I taught middle school. I am struck by the extent to which recent technological innovations have created many new opportunities to better serve traditionally disadvantaged students.

First, increasing speed and availability of internet access can reduce many of the geographic constraints that disadvantage poor students. Schools serving higher-resourced families are often able to recruit better teachers and administrators—perhaps the most important school resources—even without additional funding.

Unlike teachers, however, technologies have no preferences for the schools in which they work. The resources available on the internet, for example, are equally available to all schools with the same internet access and internet access costs the same for all schools in the same area, regardless of the student population served. Students can now access online videos that provide instruction on a wide variety of topics at various skill levels, and participate in real-time video conferences with teachers or tutors located a state (or even a continent) away. [iii]

Second, the evolution of touch-screen technology has enabled very young children to engage in technology-aided instruction. Prior to tablets, it was difficult for pre-school, kindergarten and even early primary grade students to work with educational software because it required use of a mouse or keyboard. Now there are a hundreds of applications that can effectively expose children to early literacy and numeracy skills.

Third, advances in artificial intelligence technology now allow teachers to differentiate instruction, providing extra support and developmentally-appropriate material to students whose knowledge and skill is far below or above grade level norms. The latest “intelligent” tutoring systems are able to not only assess a student’s current weaknesses, but also diagnose why students are making specific errors. [iv] These technologies could enable teachers to better reach students who are further from the average within their classroom, potentially benefiting students with weaker academic preparation.

And these technologies scale easily so that innovations (or even good curriculum) can reach more students. Much like a well-written textbook, a well-designed educational software application or online lesson can reach students not just in a single classroom or school, but across the state or country.

While technologies such as virtual instruction and intelligent tutoring offer great promise, unless the challenges that are associated with implementing them are fully understood and addressed their failure is almost surely guaranteed. To date, there is little evidence that digital learning can be implemented at scale in a way that improves outcomes for disadvantaged students.

Hundreds of thousands of students attend full-time online schools, [v] but a study released last year found that students of online charter schools had significantly weaker academic performance in math and reading, compared with demographically similar students in conventional public schools. [vi] Computer-aided instruction has been studied extensively over the past twenty-five years and the findings have not been encouraging. Consistently, programs that are implemented widely and evaluated with rigorous methods have yielded little to no benefit for students on average. [vii]

What are the key challenges?

Let’s start with student motivation. If technologies can draw in otherwise disenfranchised students through the personalization of material to a student’s interest or through gaming technology, they could benefit disengaged, poorly performing students. However, these technologies often reduce oversight of students, which could be particularly detrimental for children who are less motivated or who receive less structured educational supports at home. It is also possible that these technologies will be less able to engage reluctant learners in the way a dynamic and charismatic teacher can.

Moreover, approaches that forgo direct interpersonal interaction completely are unlikely to be able to teach certain skills. Learning is an inherently social activity. While an intelligent tutor might be able to help a student master specific math concepts, it may not be able to teach students to critically analyze a work of literature or debate the ethics of new legislation.

The experience of Rocketship, a well-known charter school network, illustrates this concern. Developed in the Bay Area of California in 2006, Rocketship’s instructional model revolves around a blended learning approach in which students spend a considerable amount of each day engaged with computer-aided learning technologies. The network received early praise for its innovative approach to learning and, most importantly, for the high achievement scores posted by its mostly poor, nonwhite student population. In 2012, however, researchers and educators raised concerns about graduates from Rocketship elementary schools, noting that they had good basic skills but were struggling with the critical analysis required in middle school. [viii]

More broadly, it is important to realize that technologies can be either substitutes for or complements to resources already in the school. To the extent that they are substitutes, they are inherently equalizing forces. For example, well-designed and structured online content might provide critical support to a novice teacher who is too overwhelmed to produce the same coherent and engaging materials that some more experienced teachers can create.

However, in many cases it may be more appropriate to think of technologies as complements—e.g., when they require skilled teachers or students with strong prior skills to be implemented well. In these cases, technologies must be accompanied with additional resources in order for them to benefit traditionally underserved populations.

Perhaps most importantly, systems that blend computer-aided and face-to-face instruction are notoriously difficult to implement well. In recent studies of the popular Cognitive Tutor math programs, teachers reported trouble implementing the program’s instructional practices that revolve around collaborative work, making strong connections between computer-based activities and classroom instruction, and maintaining the expected learning pace with many students who lacked prior math and reading skills. [ix]

Finally, even with the best implementation, digital learning is likely to benefit students differently depending on their personal circumstances and those of their school. For instance, non-native English speakers might benefit from online instruction that allows them to pause and look up unfamiliar words. Likewise, we might expect an online course to be more advantageous for students attending a brick-and-mortar school with very low-quality teachers.

Indeed, some recent research finds exactly this type of heterogeneity. A large IES-funded evaluation of computer-aided instruction (CAI) released in 2007 found that students randomly assigned to teachers using the leading CAI products fared no better than students in control classrooms. Several years later, then graduate student Eric Taylor, decided to reanalyze the data from the study, focusing on whether the impacts of these technologies varied across classrooms. His analysis suggests that the introduction of computer-aided instruction had a positive impact on students in classrooms with less effective teachers and a negative impact on students in classrooms with more effective teachers. [x]

In recent years, the worlds of online learning and computer-aided instruction have converged to some extent, morphing into what is often referred to as blended- or personalized-learning models. There are a number of interesting projects underway across the country, including pilots supported by the Gates Foundation’s Next Generation Learning Challenge, and the emergence of charter networks with a goal to provide truly personalized learning for every student, such as Summit Public Schools in California and Washington. [xi]

In order for these new endeavors to be successful, they must overcome the challenges described above.

[i] http://www.edweek.org/tm/articles/1996/05/01/08jacob.h07.html

[ii] In a recent publication, the International Association for K-12 Online Learning defined digital learning as “any instructional practice in or out of school that uses digital technology to strengthen a student’s learning experience and improve educational outcomes.”

[iii] This technology has even expanded opportunities for the long-distance professional development of teachers, enabling novice teachers to receive mentorship from master teachers regardless of distance.

[iv] http://www.apa.org/pubs/books/4311503.aspx?tab=2

[v] http://www.inacol.org/wp-content/uploads/2015/11/Keeping-Pace-2015-Report.pdf

[vi] https://credo.stanford.edu/pdfs/Online%20Charter%20Study%20Final.pdf

[vii] http://www.sciencedirect.com/science/article/pii/S1747938X13000031

http://psycnet.apa.org/journals/edu/105/4/970/?_ga=1.79079444.1486538874.1462278305

http://www.apa.org/pubs/journals/features/edu-a0037123.pdf

http://rer.sagepub.com/content/86/1/42.abstract

[viii] http://www.edweek.org/ew/articles/2014/01/21/19el-rotation.h33.html?qs=New+Model+Underscores+Rocketship%E2%80%99s+Growing+Pains

http://educationnext.org/future-schools/

[ix] http://epa.sagepub.com/content/36/2/127.abstract

http://www.tandfonline.com/doi/full/10.1080/19345741003681189

[x] https://scholar.google.com/citations?user=5LXmfylL6JAC

[xi] http://www.rand.org/pubs/research_reports/RR1365.html

Economic Studies

Center for Economic Security and Opportunity

Jolynn Dellinger, Stephanie K. Pell

April 18, 2024

Milena Nikolova, Femke Cnossen, Boris Nikolaev

The Brookings Institution, Washington DC

10:30 am - 11:45 am EDT

Essay on Online Education

Here we have shared the Essay on Online Education in detail so you can use it in your exam or assignment of 150, 250, 400, 500, or 1000 words.

You can use this Essay on Online Education in any assignment or project whether you are in school (class 10th or 12th), college, or preparing for answer writing in competitive exams. 

Topics covered in this article.

Essay on Online Education in 150-250 words

Essay on online education in 300-450 words, essay on online education in 500-1000 words.

Online education has emerged as a transformative force in the field of education, especially in recent times. With advancements in technology and internet accessibility, online education offers a flexible and accessible platform for learning. It allows students to access educational resources, participate in virtual classrooms, and interact with teachers and peers from anywhere in the world.

One of the significant advantages of online education is its flexibility. Students can access learning materials and lectures at their convenience, allowing them to balance their studies with other commitments. Online education also provides opportunities for self-paced learning, allowing students to progress at their own speed.

Additionally, online education expands access to quality education, particularly for those in remote areas or with physical limitations. It breaks down geographical barriers, enabling students to learn from renowned institutions and experts worldwide.

Moreover, online education encourages interactive and collaborative learning. Virtual classrooms and discussion forums promote engagement and exchange of ideas, fostering a dynamic learning environment.

However, it is important to acknowledge that online education also poses challenges. Lack of reliable internet connectivity, the need for self-discipline and motivation, and limited opportunities for hands-on learning are some of the potential drawbacks.

In conclusion, online education has revolutionized the education landscape, offering flexibility, accessibility, and collaborative learning opportunities. While it comes with challenges, online education has the potential to transform the way we learn and broaden access to quality education.

Title: Online Education: Revolutionizing the Learning Landscape

Introduction :

Online education has emerged as a transformative force in the field of education. With advancements in technology and internet accessibility, online learning platforms have revolutionized the way people acquire knowledge and skills. This essay discusses the advantages, challenges, and impact of online education on the learning landscape.

Advantages of Online Education

Online education offers numerous advantages. Firstly, it provides flexibility and convenience. Students can access learning materials and participate in virtual classes at their own pace and schedule. This flexibility allows learners to balance their studies with other commitments, such as work or personal responsibilities. Secondly, online education breaks down geographical barriers, enabling students to access quality education regardless of their location. It offers a wide range of courses and programs from reputed institutions and experts worldwide. Lastly, online education fosters interactive and collaborative learning through discussion forums, virtual classrooms, and online group projects, promoting engagement and knowledge exchange.

Challenges of Online Education

Online education also presents certain challenges. Limited access to reliable internet connectivity can hinder the learning experience, particularly in remote areas or developing regions. Additionally, online learning requires self-discipline, time management skills, and intrinsic motivation to stay focused and complete courses. The absence of face-to-face interactions and physical classrooms may reduce the opportunity for hands-on practical experiences, which are essential in certain fields of study. Furthermore, online education may not suit all learning styles, as some students may prefer traditional classroom settings or require personalized attention.

Impact of Online Education

Online education has had a significant impact on the learning landscape. It has expanded access to education, enabling individuals who may have faced barriers, such as geographical limitations or physical disabilities, to pursue their educational goals. Online learning has democratized education, providing opportunities for lifelong learning and professional development. It has also fostered a culture of continuous learning, allowing individuals to acquire new skills and adapt to the changing demands of the job market. Moreover, online education has prompted traditional educational institutions to incorporate technology and online platforms into their teaching methods, enhancing the overall quality of education.

Conclusion:

Online education has revolutionized the way we learn, making education more accessible, flexible, and interactive. Despite challenges, it offers numerous advantages, such as flexibility, global access, and collaborative learning. As technology continues to advance, online education will play an increasingly pivotal role in shaping the future of learning and meeting the diverse educational needs of individuals worldwide.

Title: Online Education – Transforming the Learning Landscape

Online education has emerged as a transformative force in the field of education, revolutionizing the way people learn and acquire knowledge. With advancements in technology and internet connectivity, online learning platforms have gained popularity and have become an integral part of the educational landscape. This essay explores the advantages, challenges, and impact of online education on the learning experience, as well as its potential for the future of education.

Online education offers numerous advantages that contribute to its growing popularity. Firstly, it provides flexibility and convenience. Students can access learning materials and participate in virtual classes at their own pace and schedule. This flexibility allows learners to balance their studies with other commitments, such as work or personal responsibilities. Online education breaks down geographical barriers, enabling students to access quality education regardless of their location. It offers a wide range of courses and programs from reputed institutions and experts worldwide, expanding educational opportunities for students in remote areas or those who are unable to attend traditional classrooms. Secondly, online education promotes self-paced learning. Students can progress through the material at their own speed, reviewing concepts as needed and spending additional time on challenging topics. This individualized approach allows for personalized learning experiences, catering to the unique needs and abilities of each student.

Moreover, online education fosters interactive and collaborative learning. Virtual classrooms, discussion forums, and online group projects provide opportunities for engagement, knowledge exchange, and networking. Students can interact with peers and instructors from diverse backgrounds and cultures, enhancing their global perspective and communication skills.

While online education offers numerous advantages, it also presents certain challenges that need to be addressed. Firstly, access to reliable internet connectivity is crucial for effective online learning. However, in many regions, particularly in developing countries or rural areas, access to high-speed internet may be limited, hindering the learning experience for some students.

Secondly, online learning requires self-discipline, time management skills, and intrinsic motivation. Without the structure of a traditional classroom setting, students must take responsibility for their own learning, set goals, and stay organized to succeed in an online learning environment. The lack of face-to-face interactions and physical presence of instructors and classmates may also reduce social interaction and the sense of community that is often experienced in traditional classrooms.

Additionally, practical subjects that require hands-on experiences, such as laboratory work, performing arts, or certain vocational skills, may be challenging to replicate in an online setting. The absence of physical resources and equipment may limit the practical learning experiences necessary for some fields of study.

Moreover, online education may not suit all learning styles. Some students may thrive in traditional classroom settings with direct instructor guidance, while others may struggle with self-paced learning or the absence of real-time interaction.

Online education has had a significant impact on the learning landscape. It has expanded access to education, enabling individuals who may have faced barriers, such as geographical limitations, financial constraints, or physical disabilities, to pursue their educational goals. Online learning has democratized education, providing opportunities for lifelong learning, professional development, and skills enhancement. Learners from different backgrounds, ages, and locations can access quality education without the need for physical relocation or disruption to their personal and professional lives.

Moreover, online education has prompted traditional educational institutions to incorporate technology and online platforms into their teaching methods. This integration has led to the development of blended learning approaches, combining online and in-person instruction. The use of multimedia resources, interactive tools, and virtual simulations enhances the overall quality of education, making it more engaging and effective.

Online education has also fostered a culture of continuous learning. With rapidly evolving industries and advancements in knowledge, lifelong learning has become essential for personal and professional growth. Online courses, webinars, and educational platforms provide opportunities for individuals to acquire new skills, stay updated with industry trends, and adapt to the changing demands of the job market.

Furthermore, online education has the potential to address the issue of educational equity. It offers a level playing field for students, irrespective of their socioeconomic background or geographical location. Students from disadvantaged communities can access the same quality education as their counterparts from more privileged backgrounds, narrowing the educational gap and promoting social mobility.

Online education also promotes student-centered learning approaches. It empowers learners to take ownership of their education, encouraging critical thinking, problem-solving, and independent learning. The vast resources available online enable students to explore diverse perspectives, conduct research, and engage in self-directed learning experiences.

Conclusion :

Online education has transformed the learning landscape, offering numerous advantages and opportunities for learners around the world. It provides flexibility, accessibility, and personalized learning experiences. However, challenges such as internet connectivity, self-discipline, and limited hands-on experiences need to be addressed to ensure the effectiveness of online education. As technology continues to advance and educational institutions adapt to the changing needs of learners, online education will play an increasingly vital role in the future of education, making learning more accessible, inclusive, and impactful.

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4 Common Challenges Facing Online Learners and How to Overcome Them

In 2018, about 3.3 million students attended college exclusively online, according to the National Center for Education Statistics . Online learning provides many benefits for students who want flexibility while attending college. Some advantages include:

• The ability to take courses on your schedule
• The opportunity to learn on any connected device, without having to relocate or attend class in person
• The opportunity to get to know students from different backgrounds in an online course setting

Between fall 2017 and fall 2018, the number of students who took at least some courses online grew 1.6% year-over-year. The benefits are clear, but online students may face some unique challenges compared to students who attend college on campus. Here are four issues to be aware of and how to overcome them.

1. Digital Literacy

To attend class online, you’ll need a certain degree of technological proficiency—including the ability to successfully log in, participate in classes, submit work, and communicate with teachers and classmates.

This includes understanding online communication etiquette and knowing student rights and responsibilities in an online learning environment.

How to Overcome This Challenge

Choose a school that provides access to a full range of support services, including technical support by phone, email, and live chat, which you can access when you have tech questions.

Pay attention to how your instructors ask that you label and submit files, and adhere to those requirements. Keep in mind these netiquette best practices for the online learning environment:

• Avoid typing in all caps (that’s perceived as yelling).
• Don’t be sarcastic.
• Contribute thoughtfully and meaningfully—only add comments or ask questions that are relevant.
• Be respectful.

Online learning may be a little different than what you are used to, so don’t be afraid to ask questions before you start participating in an online classroom.

You can learn more here about how online college works at Purdue Global .

2. Technical Issues

As an online student, you can access class wherever you have a connected device, but a strong internet connection is required. Low bandwidth and weak internet can affect how quickly you can connect and participate in class.

It may be easy to find a free Wi-Fi location, but the quality of that internet connection may be spotty. If you need to immediately work on something, you’ll need a fast connection.

For an online student, a reliable internet connection is key. If you plan on doing a lot of schoolwork at home, you’ll want a fast home internet connection. Opt for a high-quality home service, and know where to get help if you need technical assistance for your connection. It’s also good to have a list of reliable, Wi-Fi connected places you can visit nearby, such as a public library or coffee shop.

3. Time Management

Best Colleges surveyed 1,500 online students and found convenience and flexibility were the top reasons why students chose an online format.

Flexible scheduling is great for online students, but they often need it because they have responsibilities outside of school, such as work and family. This can make juggling school, work, and personal responsibilities a challenge. Great time management skills are crucial to succeed.

There are only 24 hours in a day. When you add school to your already-busy schedule, you must use your time wisely.

• Identify time-wasters. If you get distracted by social media or browsing the internet, use tools to block out these and other time-wasters when you need to focus on school. You can install a free website blocker app that blocks specific websites during certain times. When you complete a study task, reward yourself with a break to indulge in something fun and non-school related.
• Break down responsibilities. Create a to-do list for the week or every day with what you need to get done. Break down large responsibilities into smaller tasks, and use your list to determine the best times of day to tackle each task. Try to establish routines that make time management practices more habitual and easier to adhere to.
• Enlist help. Taking on the new challenge of being an online student means you’ll have less time to do the things you were used to. Ask family members, your partner, or your roommates to help with certain tasks and errands around home as you embark on this new journey.
• Avoid trying to multitask. It makes your work less effective and makes you less productive overall. Focus on completing one task at a time so you are constantly moving toward completing bigger goals.

Check out these additional time management tips for online students .

4. Motivation

Online learning requires motivation to complete tasks, stay engaged, and make progress. When you’re not surrounded by classmates and instructors in a physical setting, it may be tempting to procrastinate.

Some online learners may start out fully engaged and then discover that their motivation wanes. When this happens, they may fall behind.

Lack of motivation is a common challenge for all types of students. Be aware that this may be an issue and know how to overcome it.

• Show up. The more involved you are with your education, the more it's top of mind. Log in daily to see course updates and class discussions. Connect with other students and share questions or perspectives. Communicate with faculty. If you need help, ask for it.
• Schedule study time. You should make school a part of your schedule so you already have the time blocked off to check in. Remember to focus on one task at a time and use your time management techniques to make your study sessions more effective.
• Practice positive self-talk. Talking to yourself in affirming ways can help you stay focused on your goal and improve your confidence. Ultimately, you are the only person who determines your success. When you tell yourself positive statements regarding school, you'll start to ingrain those beliefs and reap the benefits.

It helps to keep your reason for pursuing your degree at the top of your mind, too; perhaps you want to provide a better life for your family or pursue your dream career.

Write down your reasons for attending school along with your short-term and long-term goals. Post them where you’ll see them, and cross off goals as you achieve them. Share your vision with a loved one, and ask them to check in with you regularly so you stay accountable.

Here are more tips for how to stay motivated when you go to college online .

No Matter What Challenges You May Face, You're Not Alone

Online learning may be new and different, but it also allows you to take the courses you need to earn the degree you want—all in a supportive and convenient setting.

Even if you’re facing challenges, believe that you can do this. Managing your time wisely and focusing on your goals are great ways to stay on track and accomplish what you want to get out of your program.

If you’re interested in going to college online while continuing to work, check out Purdue Global—we’re an accredited online university offering more than 175 degree programs.* Request more information today , and one of our friendly advisors will be in touch to discuss your goals.

About the Author

Purdue Global

Earn a degree you're proud of and employers respect at Purdue Global, Purdue's online university for working adults. Accredited and online, Purdue Global gives you the flexibility and support you need to come back and move your career forward. Choose from 175+ programs, all backed by the power of Purdue.

• General Education
• Legal Studies & Public Policy

Earn Your Degree Online

Your path to success begins here.

Connect with an Advisor to explore program requirements, curriculum, credit for prior learning process, and financial aid options.

Please see our website for additional information about institutional and programmatic accreditation.

Essay on Online Classes

Students are often asked to write an essay on Online Classes in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Online Classes

Introduction to online classes.

Online classes are a type of education where students use their computers to attend a course. They connect with teachers and classmates over the internet.

Advantages of Online Classes

Online classes offer flexibility. Students can learn at their own pace and comfort. They can re-watch lectures and access resources anytime.

Challenges of Online Classes

Despite the benefits, online classes have challenges. They require self-discipline and good time management. Also, they may lack the social interaction found in traditional classrooms.

Online classes are a valuable tool for education. They have pros and cons, but with the right approach, they can be very effective.

Also check:

• Advantages and Disadvantages of Online Classes
• Speech on Online Classes

250 Words Essay on Online Classes

Introduction.

Online classes have become an integral part of the education system, especially since the advent of the Covid-19 pandemic. They serve as a flexible and accessible alternative to traditional classroom learning, utilizing digital technology to bridge geographical gaps.

Online classes offer a host of advantages. They provide flexibility, allowing students to learn at their own pace and convenience. Additionally, they reduce commuting time and expenses. Online classes also foster a comfortable learning environment, as students can learn from anywhere, be it their homes or a coffee shop.

Challenges in Online Learning

Despite its advantages, online learning comes with its own set of challenges. Students may face technical issues such as unstable internet connections or lack of proper devices. Moreover, online classes can often lead to a sense of isolation as the direct, face-to-face interaction is missing.

The Future of Online Classes

The future of online classes looks promising. With advancements in technology, online learning platforms are continuously improving, offering more interactive and engaging content. However, it’s crucial to address the challenges and strive for a balanced approach that combines the best of both online and traditional classroom learning.

In conclusion, online classes have revolutionized the way education is delivered and received. They offer flexibility and accessibility but also pose certain challenges. As we move forward, it’s important for educators and students to adapt and optimize this mode of learning.

500 Words Essay on Online Classes

The advent of online classes.

The digital revolution has transformed the way we learn, bringing education to our fingertips. Online classes, a byproduct of this revolution, have infiltrated every sphere of learning, from primary schooling to higher education. The advent of online classes has opened up a new dimension in education, offering flexibility and accessibility that traditional classrooms could not provide.

Benefits of Online Classes

Online classes provide a plethora of benefits. The most significant advantage is the flexibility they offer. Students can learn at their own pace, at any time, and from any location. This flexibility is particularly beneficial for those who have other commitments, such as part-time jobs or family responsibilities, which may make it difficult to adhere to a strict classroom schedule.

The online platform also provides access to a vast array of resources. Students can access a multitude of learning materials, including videos, podcasts, articles, and interactive quizzes. This variety of resources caters to different learning styles, enhancing the overall learning experience.

Despite their advantages, online classes are not without their challenges. One of the primary issues is the lack of face-to-face interaction. This absence can lead to feelings of isolation and reduce the opportunities for collaborative learning. Additionally, the lack of a structured environment can make it difficult for some students to stay motivated and disciplined.

Technical issues are another significant challenge. Not all students have access to reliable internet and digital devices, creating a digital divide. Furthermore, online platforms can sometimes be difficult to navigate, leading to confusion and frustration.

The future of online classes seems promising. With advancements in technology, we can expect improvements in the delivery and accessibility of online education. Artificial Intelligence (AI) and Machine Learning (ML) could personalize learning experiences, adjusting the curriculum based on individual learning styles and progress.

Moreover, Virtual Reality (VR) and Augmented Reality (AR) could create immersive learning environments, bridging the gap between virtual and physical learning spaces. These technologies could also facilitate more interactive and engaging online classes, mitigating some of the current challenges.

Online classes are a significant step towards democratizing education, breaking down geographical and economic barriers. While they present certain challenges, the potential benefits are far-reaching. As technology continues to evolve, it is likely that the online learning landscape will also continue to transform, offering increasingly sophisticated and accessible learning experiences. The future of education is undeniably digital, with online classes at its core.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Novel
• Essay on Niti Aayog
• Essay on Night

Apart from these, you can look at all the essays by clicking here .

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Essay On Online Education: In 100 Words, 150 Words, and 200 Words

• Updated on  
• Sep 22, 2023

Online education has emerged as a significant transformation in the global education landscape, particularly in the wake of the COVID-19 pandemic . This essay explores the various facets of online education, from its inception to its advantages and disadvantages and its impact on learners and educators alike. The evolution of online education presents a new horizon for accessible and flexible learning .

Table of Contents

• 1 Essay on Online Education in 100 words
• 2 Essay on Online Education in 150 words
• 3 Essay on Online Education in 200 words

Also Read: English Essay Topics

Also Read: How to Write an Essay in English

Also Read: Speech on Republic Day for Class 12th

Essay on Online Education in 100 words

Online education is a modern educational paradigm where students access instructional content through the internet. This innovative approach has gained immense popularity, especially after the pandemic, owing to its convenience and adaptability. It has enabled students of all ages to acquire knowledge from the comfort of their homes, transcending geographical barriers. Online education offers a diverse range of courses and resources, fostering continuous learning. However, it also presents challenges, such as dependency on technology and potential disengagement from the physical world.

Must Read: The Beginner’s Guide to Writing an Essay

Essay on Online Education in 150 words

Online education marks a revolutionary shift in how we acquire knowledge. It harnesses the power of the internet to deliver educational content to students, making learning more flexible and accessible. Technology advancements have accelerated the development of online education, enabling educational institutions to provide a wide range of courses and programmes through digital platforms.

One of the primary advantages of online education is its ability to cater to a diverse audience, regardless of geographical location or physical limitations. It eliminates the need for commuting and offers a cost-effective alternative to traditional classroom learning. However, online education also comes with its challenges. It requires self-discipline and motivation as students often learn independently. Additionally, prolonged screen time can have adverse effects on students’ physical and mental well-being, potentially leading to social disconnection.

Essay on Online Education in 200 words

Online education has witnessed remarkable growth in recent years, with the internet serving as the conduit for delivering educational content. This transformation has been accelerated, particularly in response to the global pandemic. Online education transcends the boundaries of traditional learning, offering students the opportunity to acquire knowledge and skills from anywhere in the world.

One of the most compelling aspects of online education is its flexibility. Learners can access course materials and engage with instructors at their convenience, breaking free from rigid schedules. Moreover, this mode of education has expanded access to a vast array of courses, allowing individuals to pursue their interests and career goals without geographical constraints.

However, it’s important to acknowledge the challenges associated with online education. It demands a high degree of self-discipline, as students must navigate the coursework independently. Prolonged screen time can have adverse effects on health and may lead to a sense of disconnection from society.

In conclusion, online education represents a significant shift in how we approach learning. It offers unprecedented access and flexibility but also requires learners to adapt to a more self-directed approach to education. Striking a balance between the benefits and challenges of online education is key to harnessing its full potential.

An organised argument backed up by proof and examples is the key to writing a convincing essay. Create a clear thesis statement at the outset, follow a logical progression of points, and then summarise your main points.

To improve readability, use clear and concise language, break your essay into paragraphs with clear topic sentences, and vary your sentence structure.

If you’re struggling to meet the word count, review your content to see if you can expand on your ideas, provide more examples, or include additional details to support your arguments. Additionally, check for any redundancies or irrelevant information that can be removed.

We hope that this essay blog on Online Education helps. For more amazing daily reads related to essay writing , stay tuned with Leverage Edu .

Manasvi Kotwal

Manasvi's flair in writing abilities is derived from her past experience of working with bootstrap start-ups, Advertisement and PR agencies as well as freelancing. She's currently working as a Content Marketing Associate at Leverage Edu to be a part of its thriving ecosystem.

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Online Education Essay in English (200-250) Words Paragraph & PDF

Online Education Essay in English: Online education is one of the major changes in the global education industry after COVID hits the country. Read Online Education Essay from here only.

Table of Contents

Online education is a type of learning in which students get instructional content via the internet. It is a flexible and convenient method of learning that has grown in popularity in recent years.

Online Education Essay

Online education is one of the major changes in the global education industry after COVID hits the country. The internet is used for this type of learning. This form of learning has been made easier with new and improved technologies. Higher education institutions favour online learning as well. In short and extended articles about online education, this article will inform students of its benefits and outcomes.

Education spans a range more than just attending classes and reading books to learn things. It exceeds all restrictions. Learning extends beyond the pages of a book. We are fortunate to live in a time where learning is accessible online. Yes! We can educate our kids and ourselves while sitting in our own homes. Online education is a good option for doing this. All needy kids who are unable to enroll in local schools now have access to education thanks to online learning.

Online Education Essay PDF

Download Online Education Essay PDF: Online Education Essay in English

Online Education Essay in English (200-250) words

Today’s Essay on Online Education covers an important subject. There are different types of essays about online education in English for students and children in this post.

Here we, at adda247 are providing 10 lines essays, short essays, and long essays on online education.

• Online education is the process of acquiring education using the internet.
• The Internet is the foundation of online learning.
• Online education was an idea that existed years back.
• It protects students’ sensitive time and money.
• It provides students with a range of courses while sitting at their homes.
• It helped in achieving a balance between safety and education during the pandemic.
• However, it may be shown that it is bad for students’ health.
• In areas with poor network connectivity, studying online is challenging.
• There are numerous online learning resources, including Adda247,Coursera, Udemy etc.
• Online learning features including texts, videos, and animations aid in student comprehension.

Online Education Essay in Paragraph 200-250 Words

These days, technology has impacted every industry, including education. The most recent method of getting an education through the internet is online education. Utilizing your smartphones, laptops, or tablets for learning is a fun and productive method. Both teachers and students can benefit greatly from it, but there are also many drawbacks. Learning from anywhere is flexible with online education.

Non-time-boundness is another advantageous property. You don’t have to sit from morning until lunch like in a typical school. Depending on your preference, you can study online day or night. There is no upper age limit for learning online, in addition to the flexibility of time and location. You can pick the subjects and skills you want to learn by using online education. There are numerous institutions that provide their degrees and courses online. As a result, it is a more practical option to educate yourself without physically visiting schools or universities. Additionally, it helps you save money on transportation and other expenses.

People who reside in areas with poor internet connectivity, however, struggle with online learning. The core of online education is the internet. Your health may suffer if you spend more time in front of devices. Only those with the ability to discipline themselves should consider it.

Online Education Essay in 500-1000 words for UPSC

Introduction: Online education is a flexible method of providing instruction that includes all online learning. Online learning helps students who need to do their work on their own time and at their own speed and gives teachers access to students who may not be able to enroll in a regular classroom course.

The modern method of education, known as online education, differs greatly from the traditional method of learning. For a better comprehension of the students, the instructor or mentor employs a variety of techniques, including texts, audios, films, animations, etc.

Every field is experiencing a rapid increase in the amount of distant learning and the awarding of online degrees. The number of institutions and schools that provide online education is likewise increasing. Students who are seeking degrees online need to be careful in making sure that they finish their coursework through a reputable and recognized university.

Synchronization is a well-known benefit of online learning. Here, the chosen format allows for lively dialogue between the students and the teachers. Sources are exchanged through these communications, and a synergy that is open-ended develops as a result of a learning process. It helps the learner learn more when each person shares their point of view or opinion through conversations and comments on others’ work. This unique advantage can only be achieved through online learning, which creates a virtual learning environment focused on the needs of the students.

We don’t need to commute over long distances or travel to different place because we can take classes online. While pursuing a degree online to advance our careers, we can remain where we are and keep our current jobs. Digital nomads—those who advocate a technologically enabled or location-independent lifestyle—are also helped by online schooling. No matter where we are, we may finish our schoolwork and view lectures.

The online education experience offers a lot more reasonable schedule, whether we are full-time or part-time students. The low cost of online education has contributed to its popularity. Online courses are less expensive than those provided at schools or colleges because of this. While attending a university, we might need to pay for things like transportation, lodging, and meals; however, online education might not.

The inherent flexibility of online learning is one of its key benefits, but there is a catch: one needs to be very self-motivated. The top online learners use a variety of strategies for maintaining their assignments. Setting aside time each week for studying and designing a workspace with few distractions can both be highly beneficial.

Conclusion: Increased educational access, high-quality learning opportunities, improved student outcomes and abilities, and more educational options are some of the possible benefits of online education. Because of online education, variables like location, time, and quality are no longer taken into account when looking for degree programmes or higher education.

Advantages and Disadvantages of Online Education for Essay

Advantages of online education.

Save time and money: Students who pursue their education online do so at a considerable time and financial savings. It cuts down on both the cost and time of transportation. Accessible to All : Everyone has access to online schooling. Online education is available to students of all backgrounds and ages. For students who have physical disabilities, this is one of the main benefits. They can receive an education from the comfort of their own home without having to travel anyplace. No Time Limit : Students have a lot of freedom with online education. Anytime, students can seek knowledge. There is no time limit like there is in the traditional learning method.

Choice : Online education offers a wide range of courses. Students can study skills like personality development and other things that are typically challenging to master offline in addition to course material.

Disadvantages of Online Education

Dependency : Online learning is beneficial for those who can study independently. Kids and other students cannot effectively study online without help. Self-concentration is necessary for this kind of study. Lack of Resources : Online education requires computers or mobile devices as well as strong internet connectivity. Online study is not possible for those without computers or in places with network problems. Disengagement from Society : Spending a lot of time in front of a screen could be bad for your health. The students’ physical growth is also impacted by it. They will grow apart from their friends and society if they don’t attend school.

Online vs Offline Education Comparision

• Time management: Unlike online education, where you can choose a time slot that best suits your needs, offline education has a set timetable.
• Cost-Effectiveness : Online learning is significantly less expensive than traditional learning. Transportation costs are just one of the numerous costs associated with the existing educational system. Students require appropriate uniforms as well as a number of other items.
• Online learning presents new challenges for students, but it also has the potential to cut them off from their surroundings. Children’s physical and mental development are both aided by attending school. They enjoy spending time with their friends and teachers.
• Choice: In an online classroom, students are allowed to select the subject they want to learn about. They can view it multiple times for better comprehension. Students have no options in offline schooling.
• Knowledge Outside the Books: In an offline setting, students physically interact. They also learn other manners, such as self-control, appropriate behaviour, and other related abilities. These competencies are not produced by offline schooling.

Online Education Essay in Hindi

ऑनलाइन शिक्षा पर आज का निबंध एक महत्वपूर्ण विषय को शामिल करता है। इस पोस्ट में छात्रों और बच्चों के लिए अंग्रेजी में ऑनलाइन शिक्षा के बारे में विभिन्न प्रकार के निबंध हैं।

ऑनलाइन शिक्षा पर 10 पंक्तियों के निबंध, लघु निबंध और लंबे निबंध प्रदान कर रहे हैं।

ऑनलाइन शिक्षा इंटरनेट का उपयोग करके शिक्षा प्राप्त करने की प्रक्रिया है। इंटरनेट ऑनलाइन सीखने का आधार है। ऑनलाइन शिक्षा एक ऐसा विचार था जो वर्षों पहले अस्तित्व में था। यह छात्रों के संवेदनशील समय और धन की रक्षा करता है। यह छात्रों को उनके घरों पर बैठकर कई तरह के पाठ्यक्रम प्रदान करता है। इसने महामारी के दौरान सुरक्षा और शिक्षा के बीच संतुलन हासिल करने में मदद की। हालांकि, यह दिखाया जा सकता है कि यह छात्रों के स्वास्थ्य के लिए खराब है। खराब नेटवर्क कनेक्टिविटी वाले क्षेत्रों में, ऑनलाइन अध्ययन करना चुनौतीपूर्ण है। Adda247, Coursera, Udemy आदि सहित कई ऑनलाइन शिक्षण संसाधन हैं। टेक्स्ट, वीडियो और एनिमेशन सहित ऑनलाइन सीखने की विशेषताएं छात्र की समझ में सहायता करती हैं। 250-300 शब्दों में ऑनलाइन शिक्षा निबंध

इन दिनों, प्रौद्योगिकी ने शिक्षा सहित हर उद्योग को प्रभावित किया है। इंटरनेट के माध्यम से शिक्षा प्राप्त करने का सबसे हालिया तरीका ऑनलाइन शिक्षा है। सीखने के लिए अपने स्मार्टफोन, लैपटॉप या टैबलेट का उपयोग करना एक मजेदार और उत्पादक तरीका है। इससे शिक्षक और छात्र दोनों ही काफी लाभान्वित हो सकते हैं, लेकिन कई कमियां भी हैं। ऑनलाइन शिक्षा के साथ कहीं से भी सीखना लचीला है।

गैर-समयबद्धता एक और लाभप्रद संपत्ति है। आपको एक ठेठ स्कूल की तरह सुबह से दोपहर के भोजन तक बैठने की ज़रूरत नहीं है। आप अपनी पसंद के आधार पर दिन हो या रात ऑनलाइन पढ़ाई कर सकते हैं। समय और स्थान के लचीलेपन के अलावा, ऑनलाइन सीखने के लिए कोई ऊपरी आयु सीमा नहीं है। आप ऑनलाइन शिक्षा का उपयोग करके उन विषयों और कौशलों को चुन सकते हैं जिन्हें आप सीखना चाहते हैं। ऐसे कई संस्थान हैं जो अपनी डिग्री और पाठ्यक्रम ऑनलाइन प्रदान करते हैं। नतीजतन, शारीरिक रूप से स्कूलों या विश्वविद्यालयों का दौरा किए बिना खुद को शिक्षित करना एक अधिक व्यावहारिक विकल्प है। इसके अतिरिक्त, यह आपको परिवहन और अन्य खर्चों पर पैसे बचाने में मदद करता है।

हालांकि, जो लोग खराब इंटरनेट कनेक्टिविटी वाले क्षेत्रों में रहते हैं, उन्हें ऑनलाइन सीखने में कठिनाई होती है। ऑनलाइन शिक्षा का मूल इंटरनेट है। यदि आप उपकरणों के सामने अधिक समय बिताते हैं तो आपका स्वास्थ्य खराब हो सकता है। केवल उन्हें ही इस पर विचार करना चाहिए जो स्वयं को अनुशासित करने की क्षमता रखते हैं।

यूपीएससी के लिए 500-1000 शब्दों में ऑनलाइन शिक्षा निबंध

परिचय: ऑनलाइन शिक्षा निर्देश प्रदान करने का एक लचीला तरीका है जिसमें सभी ऑनलाइन शिक्षण शामिल हैं। ऑनलाइन सीखने से उन छात्रों को मदद मिलती है जिन्हें अपना काम अपने समय पर और अपनी गति से करने की आवश्यकता होती है और शिक्षकों को उन छात्रों तक पहुंच प्रदान करता है जो नियमित कक्षा पाठ्यक्रम में नामांकन करने में सक्षम नहीं हो सकते हैं।

शिक्षा की आधुनिक पद्धति, जिसे ऑनलाइन शिक्षा के रूप में जाना जाता है, सीखने की पारंपरिक पद्धति से बहुत अलग है। छात्रों की बेहतर समझ के लिए, प्रशिक्षक या संरक्षक कई तरह की तकनीकों का इस्तेमाल करते हैं, जिनमें टेक्स्ट, ऑडियो, फिल्म, एनिमेशन आदि शामिल हैं।

हर क्षेत्र दूरस्थ शिक्षा और ऑनलाइन डिग्री प्रदान करने की मात्रा में तेजी से वृद्धि का अनुभव कर रहा है। ऑनलाइन शिक्षा प्रदान करने वाले संस्थानों और स्कूलों की संख्या भी बढ़ रही है। ऑनलाइन डिग्री चाहने वाले छात्रों को यह सुनिश्चित करने में सावधानी बरतने की जरूरत है कि वे एक प्रतिष्ठित और मान्यता प्राप्त विश्वविद्यालय के माध्यम से अपना शोध कार्य पूरा करें।

तुल्यकालन ऑनलाइन सीखने का एक प्रसिद्ध लाभ है। यहां, चुना गया प्रारूप छात्रों और शिक्षकों के बीच जीवंत संवाद की अनुमति देता है। इन संचारों के माध्यम से स्रोतों का आदान-प्रदान किया जाता है, और एक सीखने की प्रक्रिया के परिणामस्वरूप एक तालमेल विकसित होता है। यह शिक्षार्थी को अधिक जानने में मदद करता है जब प्रत्येक व्यक्ति बातचीत और दूसरों के काम पर टिप्पणियों के माध्यम से अपनी बात या राय साझा करता है। यह अनूठा लाभ केवल ऑनलाइन सीखने के माध्यम से प्राप्त किया जा सकता है, जो छात्रों की जरूरतों पर केंद्रित एक आभासी सीखने का माहौल बनाता है।

हमें लंबी दूरी तय करने या अलग-अलग जगहों की यात्रा करने की आवश्यकता नहीं है क्योंकि हम ऑनलाइन कक्षाएं ले सकते हैं। अपने करियर को आगे बढ़ाने के लिए ऑनलाइन डिग्री का पीछा करते हुए, हम जहां हैं वहीं रह सकते हैं और अपनी वर्तमान नौकरी रख सकते हैं। डिजिटल खानाबदोश – जो तकनीकी रूप से सक्षम या स्थान-स्वतंत्र जीवन शैली की वकालत करते हैं – को भी ऑनलाइन स्कूली शिक्षा से मदद मिलती है। चाहे हम कहीं भी हों, हम अपना स्कूल का काम पूरा कर सकते हैं और व्याख्यान देख सकते हैं।

ऑनलाइन शिक्षा का अनुभव बहुत अधिक उचित कार्यक्रम प्रदान करता है, चाहे हम पूर्णकालिक या अंशकालिक छात्र हों। ऑनलाइन शिक्षा की कम लागत ने इसकी लोकप्रियता में योगदान दिया है। इस वजह से स्कूलों या कॉलेजों में प्रदान किए जाने वाले ऑनलाइन पाठ्यक्रमों की तुलना में ऑनलाइन पाठ्यक्रम कम खर्चीले हैं। विश्वविद्यालय में भाग लेने के दौरान, हमें परिवहन, आवास और भोजन जैसी चीज़ों के लिए भुगतान करना पड़ सकता है; हालाँकि, ऑनलाइन शिक्षा नहीं हो सकती है।

ऑनलाइन सीखने का अंतर्निहित लचीलापन इसके प्रमुख लाभों में से एक है, लेकिन एक पकड़ है: किसी को बहुत आत्म-प्रेरित होने की आवश्यकता है। शीर्ष ऑनलाइन शिक्षार्थी विभिन्न प्रकार की रणनीतियों का उपयोग करते हैं

अपने कार्यों को बनाए रखने के लिए। अध्ययन के लिए हर हफ्ते समय अलग करना और कुछ ध्यान भटकाने वाले कार्यक्षेत्र को डिजाइन करना दोनों ही अत्यधिक फायदेमंद हो सकते हैं।

निष्कर्ष: बढ़ी हुई शैक्षिक पहुंच, उच्च गुणवत्ता वाले सीखने के अवसर, बेहतर छात्र परिणाम और क्षमताएं, और अधिक शैक्षिक विकल्प ऑनलाइन शिक्षा के कुछ संभावित लाभ हैं। ऑनलाइन शिक्षा के कारण, डिग्री प्रोग्राम या उच्च शिक्षा की तलाश में स्थान, समय और गुणवत्ता जैसे चरों को ध्यान में नहीं रखा जाता है।

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Are online learning and distance learning the same?

Online learning follows a school learning format and provides students more campus-like feel. Students have a formal or informal interactions with the teachers as well as their peers. But in distance learning, there is no interaction with teachers or classmates.

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