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Learners' Perception of the Transition to Instructor-Led Online Learning Environments: Facilitators and Barriers during the COVID-19 Pandemic

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Title: Learners' Perception of the Transition to Instructor-Led Online Learning Environments: Facilitators and Barriers during the COVID-19 Pandemic
Language: English
Authors: Kamble, Aakash, Gauba, Ritika, Desai, Supriya, Golhar, Devidas
Source: International Review of Research in Open and Distributed Learning. Feb 2021 22(1):199-215.
Availability: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 17
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, COVID-19, Pandemics, School Closing, Online Courses, Distance Education, Educational Technology, Electronic Learning, Barriers, College Students, Student Attitudes, Internet, Instructional Effectiveness, Course Content, Teacher Student Relationship, Access to Computers
Geographic Terms: India
ISSN: 1492-3831
Abstract: Online learning environments (OLE) continue to expand due to the COVID-19 pandemic and the transition of a majority of educational institutions and universities worldwide from traditional classroom settings to online learning methods. The purpose of this study was to understand the perceptions of learners at a university in India toward the sudden transition from traditional face-to-face learning to an instructor-led OLE due to the pandemic-induced lockdown enforced across India in March 2020. Using a qualitative case study approach, structured interviews were conducted via Microsoft Teams with 35 learners from Savitribai Phule Pune University, a large public university in India. Interviews comprised eight open-ended questions, which were validated by experts. Results indicate that learners accepted the transition toward the OLE. Five key themes arose from the interview data: accessibility and comfort, Internet connectivity, OLE effectiveness, course content, and interactions between students and instructors. The study provides insights to the researchers with the emergent themes from the research. Also, it carries practical implications concerning implications regarding infrastructure readiness for remote learners, acceptance, and adoption of OLEs by faculty instructors, organizational support, and facilitating conditions.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1289837
Database: ERIC
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  Data: Learners' Perception of the Transition to Instructor-Led Online Learning Environments: Facilitators and Barriers during the COVID-19 Pandemic
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  Data: <searchLink fieldCode="AR" term="%22Kamble%2C+Aakash%22">Kamble, Aakash</searchLink><br /><searchLink fieldCode="AR" term="%22Gauba%2C+Ritika%22">Gauba, Ritika</searchLink><br /><searchLink fieldCode="AR" term="%22Desai%2C+Supriya%22">Desai, Supriya</searchLink><br /><searchLink fieldCode="AR" term="%22Golhar%2C+Devidas%22">Golhar, Devidas</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. Feb 2021 22(1):199-215.
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  Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Computers%22">Access to Computers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink>
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  Data: 1492-3831
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Online learning environments (OLE) continue to expand due to the COVID-19 pandemic and the transition of a majority of educational institutions and universities worldwide from traditional classroom settings to online learning methods. The purpose of this study was to understand the perceptions of learners at a university in India toward the sudden transition from traditional face-to-face learning to an instructor-led OLE due to the pandemic-induced lockdown enforced across India in March 2020. Using a qualitative case study approach, structured interviews were conducted via Microsoft Teams with 35 learners from Savitribai Phule Pune University, a large public university in India. Interviews comprised eight open-ended questions, which were validated by experts. Results indicate that learners accepted the transition toward the OLE. Five key themes arose from the interview data: accessibility and comfort, Internet connectivity, OLE effectiveness, course content, and interactions between students and instructors. The study provides insights to the researchers with the emergent themes from the research. Also, it carries practical implications concerning implications regarding infrastructure readiness for remote learners, acceptance, and adoption of OLEs by faculty instructors, organizational support, and facilitating conditions.
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  Data: EJ1289837
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 199
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Electronic Learning
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      – SubjectFull: Barriers
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      – SubjectFull: College Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Internet
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Course Content
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      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Access to Computers
        Type: general
      – SubjectFull: India
        Type: general
    Titles:
      – TitleFull: Learners' Perception of the Transition to Instructor-Led Online Learning Environments: Facilitators and Barriers during the COVID-19 Pandemic
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