During the Covid-19 pandemic, students could continue their previous face-to-face courses by enrolling in distance learning practices. The research examines how online learning has affected the academic performances of students attending a university in Egypt. The researchers analyzed quantitative and descriptive data and concluded that online and face-to-face courses show similar academic results, teachers find such practices easier in terms of exams and quizzes, and interactions between students and professors have decreased.
The researchers aimed to examine how online learning has affected academic results in developing countries. Most research aimed to examine this subject focuses on academic performances in developed countries, and there is a lack of information regarding less digitally innovative global regions. Hence, the researcher analyzed the data gathered from students and professors of Future University in Egypt. The new findings can adequately address the issue of new academic implementations in developing countries and the effects on performance.
The participants are students and university professors. The quantitative data has been gathered from over 370 business students who attended face-to-face courses in 2019 and over 370 students with online learning experiences during the pandemic (El Said, 2021). Moreover, interviews have been conducted with several professors, and more than 340 students have taken an online survey consisting of 20 questions in regard to satisfaction with the new implementation.
The hybrid method was used while collecting data. The researchers have examined both quantitative and descriptive information based on three strategies used to gather information on the subject. One of the methods was comparing course and exam grades of the students with the online learning experience and students who attended university before distance learning. Another method was conducting interviews with professors in regard to the effectiveness of online education. The third data source was the online survey that consisted of 20 questions addressed to students.
A t-test was used to investigate the research question in regard to data analysis. Moreover, for the differences in grades, the Chi-square method was applied for the comparison between grade distributions pre and post-online learning implementations. To examine the qualitative data gathered from conducting interviews with professors, the researchers used a systematic deductive approach. This method was utilized for the identification of a repeating pattern within answers before each pattern was then assigned with an individual code. In regards to the online survey, the answers submitted by the students were examined before conclusions were drawn.
The results of the research illustrated no significant differences between academic results during face-to-face and online learning. Moreover, professors found online classes to be easier and more effective in terms of exams and quizzes. Yet, the lack of student-professor interactions during online courses has raised certain concerns. Based on the online survey, students were mostly satisfied with the new educational reforms. However, concerns were raised in regard to technical difficulties, lack of face-to-face support, and possibilities to minimize unfair exam and test practices.
The article improved my understanding of the research process by illustrating the use of several methods during data collection. This hybrid approach allowed for both qualitative and quantitative data to be examined, creating a favorable outcome in terms of findings and results. Both human experiences and academic performances were analyzed, allowing the researchers to have a broader perspective on the subject of the effectiveness of online learning in developing countries. This method also examined the lack of student satisfaction in terms of technological and interactive aspects of learning, which allows for specific suggestions to be highlighted in terms of remote education improvements.
References
El Said, G. R. (2021). How did the Covid-19 pandemic affect the higher education learning experience? An empirical investigation of learners’ academic performance at a university in a developing country. Advances in Human-Computer Interaction, 2021, 1–10.