Students’ perceptions of classroom learning and emergency online learning during COVID-19 pandemic

Abstract

      The COVID-19 pandemic has led to a sudden change from classroom face-to-face learning to emergency online learning. Although a number of studies have been conducted relating to students’ perceptions on emergency online learning, many of these have not taken learners’ perceptions on classroom face-to-face learning into account. This study investigated Thai undergraduate students’ perceptions toward two different types of teaching from the same academic semester. An online questionnaire consisting of three parts: proportion of faceto-face learning and online learning, advantages and disadvantages of face-to-face learning, advantages and disadvantages of online learning was completed by 975 students. The findings revealed that most students preferred to have 70% face-to-face and 30% online classes. Ease of interaction between students and teachers, having a good learning environment, and having no concern of devices and internet connection were perceived advantages of classroom faceto-face learning, while lack of these three factors were perceived as disadvantages of online learning. Flexible time for learning, saving cost and time, developing self-managing learning skills, and having less exposure to COVID-19 were their perceived advantages of online learning. However, the students complained that they received considerably more assignments in the emergency online classes than the normal ones. Based on these findings, pedagogical implications for teaching in emergency online settings as well as in in-class and online blended classrooms are discussed.