Introduction
The onset of COVID-19 impacted many sectors including education in various dimensions. Strict governmental regulations on social distancing and the closure of different social activities necessitate the adoption of virtual meetings. Educational institutions were significantly affected by the adoption of online learning. Although some courses were offered online, the adoption of a fully virtual-learning system significantly affected studentsâ lives. Many students and teachers conducted their classes virtually on selected platforms like Google Classroom. Moreover, examinations and other assessment activities were carried out online. Although some schools found the system effective and cost-saving, many students had difficulties in learning compared to physical classes. Therefore, COVID-19 led to the adoption of virtual learning that affected studentsâ lives in various dimensions.
Virtual Learning
Technological advancements have led to the increased use of digitized systems for learning. Distance learning, virtual, is one of the consequences of technological integration among educational institutions (Saputra et al., 2021). According to Kamble et al. (2021), virtual learning is an educational activity that effectively occurs in the absence of physical and traditional classroom environments. The system involves the use of web-based platforms, and e-learning, like Google Meet, Google Classroom, or Microsoft Teams. However, some educational institutions have custom-designed their platforms to support their educational activities (Sitthiworachart et al., 2021). The learners download institutional instructed platforms and install them on their personal computers or mobile phones. The e-learning platforms have features that notify students of their assigned tasks and classes.
Virtual learning has various advantages for students making education easy. The virtual learning environment has increased inclusivity, improved accessibility, cost-saving, and greater flexibility and comfort. There is increased inclusivity in online classes since students participate in answering questions without anxiety experienced by raising hands or speaking in front of many other students (Maican & CocoradÄ, 2021). Virtual learning is accessible to any student regardless of their mobility issues (Al-Karaki et al., 2021). Moreover, students access learning materials at any time during any day (Maican & CocoradÄ, 2021). In terms of cost-saving, travel and accommodation expenses are reduced. Therefore, relieving parents and institutions from extra spending (Sitthiworachart et al., 2021). Furthermore, online classes allow students to listen to pre-recorded classes on their own time due to their comfort and flexibility (Al-Karaki et al., 2021). Therefore, online classes are beneficial to schools, students, and caregivers.
Although virtual learning is beneficial to students, it presents some problems for the students. Unlike physical learning where students could seek professorsâ advice physically, virtual learning encumbers understanding of the knowledge explained by professors. Moreover, virtual learning involves the use of technical tools like computers and internet connections that are subject to failure (Al-Karaki et al., 2021). The failed tools require technical expertise that students lack, making the system expensive for the students and caregivers. Although a virtual learning environment encourages student participation, it discourages bravery and courage since students can only participate in class in the physical absence of other students (Rezaei, 2022). Therefore, a virtual learning environment can be detrimental to studentsâ success and institutional reputation. Although the existing literature explores virtual learning’s impact on studentâs life, the literature ignores the specific impact on academic performance.
Problem Statement
With the onset of COVID-19, many schools and colleges adopted virtual learning environments for students. However, online classes have impacted studentsâ academic life and performance.
Purpose of Study
This study correlates the use of online teaching methods with poor academic performance among students amid the COVID-19 pandemic.
Research Questions
- What is the impact of online classes on studentsâ performance in technical subjects?
- What is the impact of online classes on studentsâ performance in social sciences subjects?
- What are the challenges faced during online classes?
- How have the online classes improved studentsâ research quality?
- How have the online classes impacted group discussions among students?
Research Design
This study is correlational since it studies the relationship between online classes as inspired by COVID-19 and studentsâ academic life.
Instrumentation
- Google Forms where a unique link was sent to students
- Physical questionnaires distributed to students
Data Collection Procedures
This research was conducted for eight days, and it involved twenty participants. Fifteen participants responded to the online survey conducted through the use of Google Forms. The forms were uniquely designed to allow a single response per participant. The participants were given three days to respond to the questions. The remaining five participants were issued physical questionnaires that they responded to within one day. The collected data were recorded in a Microsoft Excel file.
Results
Out of the twenty participants, eleven were studying technical subjects while the rest were doing social sciences. Eight students taking technical subjects agreed that online classes have negatively impacted their research work due to miscommunications during group discussions and interruptions of class experiments. Meanwhile, 8 of those taking social sciences agreed that online classes have improved their research quality since they were given sufficient research time. However, they alluded to their poor group presentations as miscommunications during group discussions.
Data Analysis and Discussion
Online classes have negatively impacted my understanding of technical subjects. However, social sciences subjects have recorded impressive research work due to sufficient research time. Meanwhile, according to the majority of participants, poor group presentations were caused by miscommunication among group members.
Limitations and Ethical Consideration
This study is ethical since it involved students who consented to the study instructions. Moreover, the researcher did not interfere with the participants’ privacy by revealing any information related to the participants. However, the study was limited to time, research tools, and the number of participants.
References
Al-Karaki, J. N., Ababneh, N., Hamid, Y., & Gawanmeh, A. (2021). Evaluating the Effectiveness of Distance Learning in Higher Education during COVID-19 Global Crisis: UAE Educators’ Perspectives. Contemporary Educational Technology, 13(3). Web.
Kamble, A., Gauba, R., Desai, S., & Golhar, D. (2021). Learnersâ perception of the transition to instructor-led online learning environments: Facilitators and barriers during the COVID-19 pandemic. International Review of Research in Open and Distributed Learning, 22(1), 199-215. doi:10.19173/irrodl.v22i1.4971
Maican, M. A., & CocoradÄ, E. (2021). Online foreign language learning in higher education and its correlates during the COVID-19 pandemic. Sustainability, 13(2), 781. doi:10.3390/su13020781
Rezaei, A. R. (2022). Comparing strategies for active participation of students in group discussions. Active Learning in Higher Education, 14697874221075719. doi:10.1177/14697874221075719
Saputra, N., Hikmah, N., Saputra, M., Wahab, A., & Junaedi, J. (2021). Implementation of Online Learning Using Online Media, During the Covid 19 Pandemic. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(2), 1802-1808. Web.
Sitthiworachart, J., Joy, M., & Mason, J. (2021). Blended Learning Activities in an e-Business Course. Education Sciences, 11(12), 763. doi:10.3390/educsci11120763