Title: Online learning experiences of college students during Covid-19 quarantine
Authors: Kalpana Ghongade (Roll no: 0222016)
Mitali Mane (Roll no: 0222035)
Mrunalini Redkar (Roll no: 0222050)
Introduction: The problem explores the learning experiences of college students regarding the transition to online education from traditional teaching methods during the Covid-19 quarantine. It will be examined through the past experiences of the students of Kohinoor Business School and Kohinoor Management School.
Objective: To understand the underlying phenomenon of ‘Online learning experiences of college students during Covid-19 quarantine.’
Literature Review:
- Online Learning and its Effectiveness
Madhusmita Choudhury and Shantanu Raj (2022) state that the Covid-19 pandemic has impacted educational institutions globally, including in India. This study examines students’ perceptions, preferences, faculty effectiveness, self-management, and self-motivation in online learning. The effectiveness depends on content design, understanding student limitations, and a consistent delivery approach. Faculty play a crucial role in creating a conducive learning environment. (Choudhury and Raj 2020)
- Digital Learning during Covid-19
Danielle Hass et al. (2023) state that the COVID-19 pandemic has impacted post-secondary education by offering online classes, enabling minority students to access degrees through digital learning. However, minority students face social isolation, technical difficulties, and a lack of support. Accessibility remains a barrier, but they experience fewer technical difficulties and feel more technologically literate. Marketing educators must investigate the impact of emergency online learning on minority students. (Hass et al. 2023)
Data Collection: The data was gathered through a paper-based survey from a sample of size 100. This randomly selected sample comprised a combination of the students of Kohinoor Business School and Kohinoor Management School, who participated in the research and filled out the survey. Based on their Covid-19 online learning experience, they’ve answered the ‘Likert Scales’ questions on the scale of “Strongly Agree (+2),” “Agree (+1), “Neutral (0),” “Disagree (-1), and “Strongly Disagree (-2).”
The statements are as follows:
- It was convenient to attend lectures despite many odds.
- I was able to self-study more due to not having to travel.
- I was physically and mentally exhausted by the increased screen time.
- I faced challenges in effectively communicating with professors.
- I faced technological and connectivity issues.
The data collected was primary data, which was further analysed to understand the underlying phenomenon of the problem.
Data Analysis:
| Questions | Q.1 | Q.2 | Q.3 | Q.4 | Q.5 |
| Mean | 0.7 | 0.63 | 0.41 | 0.6 | -0.01 |
| Standard Deviation | 0.78 | 0.69 | 1.04 | 1.04 | 1.47 |
| Standard Error | 0.25 | 0.22 | 0.33 | 0.33 | 0.46 |
| Z value | 2.82 | 2.88 | 1.25 | 1.82 | -0.02 |
| Results | Positive | Positive | Neutral | Neutral | Neutral |
Conclusion:
- Students found it convenient to attend lectures despite many odds.
- Students were able to self-study more due to not having to travel.
- Students were neutral towards being physically and mentally exhausted by the increased screen time.
- Students were neutral towards having faced challenges in effectively communicating with professors.
- Students were neutral towards having faced technological and connectivity issues.
References: Choudhury, Madhusmita.; Raj, Shantanu (2022). Students’ Willingness Towards Online Learning and Its Effectiveness During the Covid-19 Pandemic: An Exploratory Study. IUP Journal of Organizational Behavior, [s. l.], v. 21, n. 4, p. 46–75, 2022. Disponível em: https://research.ebsco.com/linkprocessor/plink?id=517885c4-0d3e-3b79-9194-37203e16a48f. Acesso em: 8 ago. 2023.
Hass, Danielle; Hass, Ashley.; Joseph, Mathew (2023). EMERGENCY ONLINE LEARNING & THE DIGITAL DIVIDE: AN EXPLORATORY STUDY OF THE EFFECTS OF COVID-19 ON MINORITY STUDENTS. Marketing Education Review, [s. l.], v. 33, n. 1, p. 22–37, 2023. DOI 10.1080/10528008.2022.2136498. Disponível em: https://research.ebsco.com/linkprocessor/plink?id=89fbd56d-e06e-39b1-8f98-04283c8f5b18. Acesso em: 8 ago. 2023.