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Students’ Perceptions of Online Learning during COVID-19 Pandemic: A Qualitative Approach

Author

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  • Mihai Curelaru

    (Department of Psychology, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iași, 700506 Iași, Romania)

  • Versavia Curelaru

    (Department of Teacher Training, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iași, 700506 Iași, Romania)

  • Mioara Cristea

    (Department of Psychology, School of Social Sciences, Heriot Watt University, Edinburgh EH14 4AS, UK)

Abstract

In this study, we conducted a thematic analysis of the views and perspectives of university students about online learning, specifically regarding their interpretations and experiences of the transition from traditional face-to-face courses to online teaching during the COVID-19 pandemic. The sample included 209 undergraduate and postgraduate students who were invited to complete five tasks, i.e., a free association task, answering open questions about the advantages and disadvantages of online learning, providing suggestions for improving online learning, and sharing a personal experience lived during this period. Some of the main themes extracted from the data refer to the negative aspects of online learning mentioned by participants in relation to its disadvantages, such as health and psychosocial problems (e.g., stress, anxiety, decreased motivation, isolation/loneliness, and apathy) and learning process problems (e.g., misunderstandings, a lack of feedback, additional academical requirements, a lack of challenge, and disengagement). Other recurrent themes refer to the positive aspects of online learning associated with its benefits: comfort and accessibility, economy (saving time and money), and psychological and medical safety. The personal experiences during COVID-19 shared by our respondents were organised around four main themes (positive, negative, ambivalent, and transformative experiences) related to students’ adaptation to the educational context generated by the pandemic. Based on these findings, practical recommendations for universities and researchers are discussed.

Suggested Citation

  • Mihai Curelaru & Versavia Curelaru & Mioara Cristea, 2022. "Students’ Perceptions of Online Learning during COVID-19 Pandemic: A Qualitative Approach," Sustainability, MDPI, vol. 14(13), pages 1-21, July.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:13:p:8138-:d:855181
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    References listed on IDEAS

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    4. Tudorel Toader & Marieta Safta & Cristina Titirișcă & Bogdan Firtescu, 2021. "Effects of Digitalisation on Higher Education in a Sustainable Development Framework—Online Learning Challenges during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(11), pages 1-25, June.
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    1. Monica Ioana Burcă-Voicu & Romana Emilia Cramarenco & Dan-Cristian Dabija, 2022. "Investigating Learners’ Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market," IJERPH, MDPI, vol. 19(18), pages 1-21, September.
    2. Saeid Asgharzadehbonab & Arif Akkeleş & Hasan Ozder, 2022. "Students’ Academic Performance and Perceptions towards Online Learning during the COVID-19 Pandemic at a Large Public University in Northern Cyprus," Sustainability, MDPI, vol. 14(24), pages 1-16, December.
    3. Claudia E. Stoian & Marcela A. Fărcașiu & Gabriel-Mugurel Dragomir & Vasile Gherheș, 2022. "Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective," Sustainability, MDPI, vol. 14(19), pages 1-18, October.
    4. Clara Viegas & Natércia Lima & Alexandra R. Costa, 2023. "Engineering Students’ Perception on Self-Efficacy in Pre and Post Pandemic Phase," Sustainability, MDPI, vol. 15(12), pages 1-17, June.

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