Student Barriers to Active Learning in Synchronous Online Classes: Characterization, Reflections, and Suggestions

PurposeThis paper aims to study the perception of school students towards online classes via virtual meeting applications and to unravel the teachers' preparedness and students' preparedness for running synchronous online classes and its impact on student's engagement and their satisfaction during the period of lockdown due to COVID-19.Design/methodology/approachOn the basis of focused group discussions with teachers and students of top 10 private CBSE affiliated schools (National capital Region, Delhi, India), survey instrument was constructed. Further, 489 valid responses were finally analysed through partial least square (PLS) method and structural model was tested.FindingsAll the six independent variables such as teachers' structured approach, teachers' technical readiness, teachers' self-efficacy, students' technical readiness, students' autonomy and students' self-efficacy influenced students' engagement and satisfaction towards synchronous online classes significantly. The result of the structural model also reveals that students' engagement is a significant predictor of students' satisfaction.Research limitations/implicationsThe paper outlines the scope for future research in ascertaining more critical success factors other than satisfaction and engagement. Scope of this research suggests inclusion of not only schools but framework is also important for college and university level educational bodies. Data collection was confined to students only whereas viewpoint of teachers and parents may also be included.Originality/valueThis study devised a collaborative form of learning where both the parties learnt while making continuous interactions and also co-created value in terms of new skills. Provision of autonomy given to students can't be overlooked as an important indicator for his/her preparedness. As a result, students feel motivated to get engaged in the whole process which makes them satisfied and will be able to identify the learning outcomes equal to or greater than in physical classroom settings.

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Forced online experiment and its acceptance among the University students during pandemic in Pakistan

foresight ◽

10.1108/fs-01-2021-0026 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Iqra Abdullah ◽

Shazia Parveen ◽

Saif Ul Haq

Keyword(s):

Active Learning ◽

University Students ◽

Behavioral Intention ◽

Online Classes ◽

Content Type ◽

Intention To Adopt ◽

Facilitating Conditions ◽

Use Behavior ◽

The Relationship ◽

Moderating Role

Purpose This study aims to assess the acceptability of online classes among university students of Pakistan through the extension of the unified theory of acceptance and use of technology (UTAUT) model. Design/methodology/approach This study follows a quantitative research approach and data were collected from 662 university students of 10 different universities of Pakistan through a self-administrative Web survey. Structural equation modeling through SmartPLS was used to analyze the data. Findings Findings of the research show that performance expectancy, effort expectancy, social influence and facilitating conditions play a significant role in developing the intention to adopt online classes. Furthermore, facilitating conditions and intention to adopt online classes have further resulted in frequent use behavior. The authors also investigated the moderating role effect of active learning in relationship behavioral intention and use behavior. Findings show that active learning is an important component of online classes that interacts with the behavioral intention to develop the behavior of attending the online mode of learning by students. However, no significant moderation of uncertainty was found in the relationship between four components of acceptance of technology and behavioral intention to adopt the technology. Originality/value The authors have extended the UTUAT model by establishing the relationship between facilitating conditions and behavioral intention that supports e-learning. Furthermore, this study tests the moderating role of uncertainty and active learning on the UTUAT model.

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