From Classrooms to Clicks: Exploring Student Attitudes and Challenges in the Shift to Digital Learning in Higher Education
, Arathi venkatesh, Abhaya N BThis study is a cross-sectional survey that explores attitudes towards online classroom engagement, online assessments, exams, and challenges in digital learning.
Educational institutions have adopted digital platforms with varying degrees of success. The COVID-19 pandemic has prompted researchers and academics to reflect on digital interventions and their impact on pedagogy, learning, and assessment. However, in the present circumstances, online teaching, learning, and assessment will require learners to bring their own ethics, unrestrained by external institutional rules.
The sample consisted of 1,017 students in higher education across India. The researchers developed a tool, the Digital Learning Scale, which was built on three factors: attitude towards online classroom engagement, attitude towards online assessments, and challenges in digital learning. This tool was used to collect data.
The study results prove the effect of online learning and online assessments in higher education institutions.
The significant findings of this study are: (1) approximately 50% of the students prefer that there should be a balance between online and offline teaching, learning and evaluation; (2) there is significant positive high correlation between the last online exam and last offline exam scores; (3) there is significant positive correlations between attitudes towards online class engagement, attitude towards online assessments and exams and challenges in digital learning; (4) 65% of the students agree that digital learning increases social isolation; (5) 55% of the students agree that incidence of cheating by the students in online exams is evident.
Educational institutions should invest in robust strategies to promote academic integrity, provide technical support, and offer training programs that equip students with the necessary digital skills for achieving successful learning outcomes.
There is a pressing need to prioritise digital literacy and integrity initiatives.
Five years post-pandemic, research should be conducted in higher education institutions on the impact of online learning.
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