Enablers and Barriers of Online Learning during the COVID-19 Pandemic: A Case Study of an Online University Course

University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: [email protected]; Web site: http://ro.uow.edu.au/jutlp

Y

18

Foreign Countries; COVID-19; Pandemics; School Closing; Online Courses; Distance Education; Educational Technology; Barriers; College Freshmen; Course Content; Assignments; Computer Assisted Testing; Teacher Behavior; Teaching Methods; Psychological Patterns; Emotional Response; Stress Variables

1449-9789

COVID-19 has affected university students' learning experiences on a great scale. The aim of this study was to understand the enablers and barriers to the effectiveness of online learning in a university course during the COVID-19 pandemic, using a qualitative case study approach. Participants were 44 first-year university students enrolled in a digital game history and analysis course at a private university. Structured and semi-structured interviews were conducted to collect the data, which were then organized and transcribed into full text. Inductive data analysis was applied with content analysis. The researcher used axial coding to compose themes by considering the commonalities among codes created. Five main themes emerged, namely online content, online assignments, online assessment, instructor behavior and practices, and psychological issues. Based on the findings, taking online courses at home and joining online classes from home positively affected students' mood during the lockdown. On the other hand, students declared feeling pressure due to many online courses. All themes and codes are reported in detail together with direct quotations from students.

As Provided

2021

EJ1304526