Impact of COVID-19 on Learning: Evaluating How Learner’s Performance Was Impacted by Shift to Online Learning

Introduction

The unprecedented growth of the COVID-19 pandemic brought unprecedented challenges to education worldwide. With schools and universities closing down to curb the spread of the virus, online education became the norm, affecting students and teachers alike. The shift to online learning was not without challenges, and some of the most significant impacts of the pandemic on education are discussed below. The pandemic impacted most students in different ways. While some could adapt to online learning seamlessly, others needed help with the transition. For many students, online learning was challenging due to limited access to technology and internet connectivity, especially in rural and low-income areas. This led to disparities in access to education, with some students needing more resources. The pandemic also impacted teaching and knowledge dissemination. Teachers had to quickly adapt to new technologies and learn new skills to teach effectively online. Some teachers found it challenging to create engaging and interactive online lessons that kept students motivated and focused. Additionally, teachers had to find new ways to assess student learning, as traditional forms of assessment, such as exams and quizzes, were only sometimes feasible in an online environment.

Maintaining student engagement and motivation was one of the most significant issues in the transition from face-to-face to online learning. Online learning can be isolating, and students may struggle to stay motivated and focused without the social support and interaction provided by traditional classrooms. Additionally, the pandemic has created a range of new stresses for students, including financial instability, health concerns, and disrupted routines. These factors can impact a student’s ability to engage with online learning. Another important issue was ensuring the quality of online education. While many schools and universities already used online learning platforms, others needed more preparation to transition quickly. This led to concerns about the quality of education students received and whether they were adequately prepared for future academic and professional pursuits. Effectively, the pandemic highlighted the need for greater flexibility in education.

Traditional forms of education may only sometimes be feasible, and online learning can provide new opportunities for students who face barriers to traditional education. However, the shift to online learning also highlights the need for greater investment in technology and internet infrastructure to ensure that all students have equal access to education. The COVID-19 pandemic has significantly impacted online education, affecting students, teachers, and the quality of education provided. While the transition to online learning has been challenging, it has also highlighted the need for greater flexibility and investment in technology and infrastructure to ensure that all students have access to quality education, regardless of their location or circumstances. This research aims to identify the effects that COVID-19 has had on learning, especially by outlining how students and various learners have been affected by the shift to online by reviewing student academic performance before COVID-19 and during the pandemic and evaluating the availability of online learning materials, and how it impacted their performance.

Effectively this research paper establishes critical themes and issues related to the broader topic of online education during the COVID-19 epidemic, including access to technology, student engagement, academic performance, and the role of educators in the online environment. Effectively it evaluates whether access to technology is a significant issue for many students, particularly those from disadvantaged backgrounds. Expounding on issues such as how access to devices such as laptops or tablets, limited internet access, and insufficient technical support may affect overall academic performance. It seeks to establish whether poor or inadequate access to technology, students may need help to engage with online learning materials and may fall behind in their studies. Student engagement is also a critical issue in the online education environment. Here this research evaluates whether students may feel isolated and disconnected from their peers and educators and how it impacts their motivation and participation in the learning process. It also evaluates if the online environment may require new skills and strategies for effective communication and collaboration and if these aspects can pose challenges for students.

Overall it seeks to establish that academic performance is a key concern in the context of online education during the COVID-19 epidemic. The shift to online learning has disrupted traditional teaching and assessment methods, and some students may need help to adapt to the new format. This may impact their grades and overall academic performance. In the study, the role of educators will be evaluated and defined as to whether it is crucial in supporting students’ success in the online environment. The study also evaluates whether educators must adapt their teaching methods and strategies to the online format, support, and guide students, and create a positive and engaging learning environment. An example of demographics’ descriptive information that may be relevant to this topic is the digital divide, which refers to the gap between those who have access to technology and those who do not. This study may be key in evaluating how low-income households, rural residents, and Black and Hispanic Americans are more likely to lack access to high-speed internet and devices, which can create barriers to online learning. This highlights the importance of addressing issues of access and equity in the context of online education during the COVID-19 epidemic.

Face-to-face learning has some advantages over online learning, such as the ability to ask questions and receive immediate feedback, more opportunities for social interaction, and the opportunity to engage in hands-on activities. Face-to-face learning also provides a more structured learning environment, which can help some learners stay on track with their studies. This key aspect of education dissemination ensures proper/ improved academic performance. The impact of online learning generally affects students in positive and negative ways. Majorly, the lack of provision of more support and resources to students, such as access to high-speed internet, devices, and online learning tools, lack of social interactivity, such as virtual study groups or online discussions, and poorly trained educators contributed greatly to the poor quality of academic performance for the students.

Background/ Literature Review

The aim of assessing the impact of the shift from face-to-face to online learning/education during the COVID-19 pandemic was to ensure that students continued to receive an education despite school closures and social distancing measures. Here my research focused on both qualitative and quantitative data based on secondary sources of academic articles, all peer-reviewed, to evaluate the impact of the pandemic on learners. Effectively, online education provided a way for educators to deliver instruction and for students to continue learning from their homes. The shift was important because it allowed education to continue during a time of crisis. However, it also highlighted the potential for online education to be used more significantly in the future. The topic of the shift from face-to-face to online education during the COVID-19 pandemic is essential because it has significant implications for the future of education, especially with regard to online learning and how it may impact future generations of learners and policymakers alike in boosting the quality of education for all in an increasingly technology-dependent world. While online learning has been around for many years, the pandemic has accelerated the adoption of online education on a large scale as social distancing measures were instituted across the globe. COVID-19 forced educators and students to adapt to new technologies and teaching methods, highlighting the need for greater investment in online education infrastructure and resources. The COVID-19 pandemic led to a significant shift in the way education is delivered, with online education becoming the primary mode of instruction for many students.

Availability of Tools for Online Learning

Qualitatively, researchers outline that the shift to online education has raised questions about the effectiveness of online education methods compared to traditional in-person instruction (Clark et al., 2021). In their article “Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic,” by Clark et al. explored the impact of online learning on the academic performance of students in China during the pandemic using the difference-in-differences approach to compare the academic performance of students in a large urban university before and after the pandemic. Effectively, they outlined that online learning had a negative impact on student’s academic performance, with a significant decrease in grades compared to the pre-pandemic period, particularly due to a greater lack of access to online learning tools to help learners maintain accurate study management. They effectively summarized that “online learning resources are beneficial for students and reduce inequality in exam performance (as compared to no academic involvement) as students with worse exam results benefit more” (Clark et al., 2021, p. 12). Showing clear implications that with a lack of materials and necessary infrastructure to support online learning quality of knowledge acquisition depreciated significantly among learners.

In India, Gopal, Singh, and Aggarwal (2021) evaluate the impact of online classes on the performance and satisfaction of undergraduate students during the pandemic period. The study used a sample size of 205 students and utilized a survey questionnaire to collect data. The findings revealed that online classes significantly impacted students’ academic performance, with 76.6% of respondents indicating that their performance improved. Additionally, 68.3% of respondents reported being satisfied with the online classes. In contrast, Clark et al. (2021) evaluated the effectiveness of online learning in compensating for academic loss resulting from the pandemic. The study used a sample size of 138 undergraduate students and utilized academic records to assess students’ performance before and after the shift to online learning. The findings revealed that online learning did not adequately compensate for academic loss, with the overall performance of students declining after the shift to online learning. Lastly, Omar, Ali, and Balbase (2021) explore graduate students’ experience and academic achievements during the pandemic. The study used a sample size of 160 graduate students and employed a mixed-method approach to collect data. The findings revealed that online learning was an effective means of achieving academic goals, with 80% of respondents indicating that they achieved their learning objectives. Additionally, the study found that online learning was an enjoyable experience, with 79.4% of respondents reporting that they enjoyed the online learning experience.

Quality of Educators and Their Impacts on Online Learning

Other aspects that they mentioned play a role in improving academic performance, such as boosting the quality of educators and providing resources through collaboration with third parties, such as telecommunication networks, as being key in boosting overall learners’ academic performance (Clark et al., 2021). Other researchers similarly outlined a need for learners to be provided with reliable internet and technology resources. In their UAE research, Omar, Ali, and Belbase (2021) outlined that students who had better access to the internet and, more importantly, good reliable devices ultimately had better academic performance than those who did not. The third quantitative article examined the impact of online learning on the academic performance of students in India. Gopal, Singh, and Aggawal (2021) found that online learning had a negative impact on student’s academic performance, with a significant decrease in grades compared to the pre-pandemic period. The authors also found that students who were more motivated and engaged in online learning had a better academic performance.

Comparing these quantitative articles reveals several similarities and differences in their findings. All the studies explore the impact of online learning during the pandemic, utilizing a sample size of undergraduate and graduate students. Additionally, all the studies utilized surveys to collect data on students’ satisfaction and academic performance, except the second study, that used academic records. However, the studies differ in their findings regarding the effectiveness of online learning. The first and third studies by Gopal, Singh, and Aggarwal (2021) and Omar, Ali, and Belbase (2021) found that online learning was an effective means of achieving academic goals, with a majority of students indicating that their performance improved, and they achieved their learning objectives.

In contrast, the second study found that online learning did not adequately compensate for academic loss resulting from the pandemic. The studies also differ in their focus, with Gopal, Singh, and Aggarwal (2021) exploring the impact of online learning on satisfaction and performance, the second study exploring the effectiveness of online learning in compensating for academic loss, and the third study exploring the experience and academic achievements of graduate students. Furthermore, the studies differ in their methodology, with Indian and UAE studies employing survey questionnaires to collect data, while the second study used academic records. The third study also employed a mixed-method approach to collect data, combining surveys and interviews. Conclusively, the three articles reviewed provide valuable insights into the effectiveness of online learning during the pandemic period.

Effectively research outlines that Gopal, Singh, and Aggarwal’s article mainly examine the impact of online classes on student satisfaction and performance. The article highlights that online learning has led to a decline in the satisfaction of students with their academic experience. However, the study does not explore the reasons behind the decline in satisfaction. Additionally, the article does not consider the impact of factors such as the quality of teaching, course design, and technology infrastructure on student satisfaction and performance. Here there is a need to evaluate the impact of these factors on student satisfaction and performance. Clark et al. (2021) additionally focus on the impact of online learning on student performance. The study highlights that online learning has led to a decline in student performance.

Limitation

Clarke et al.’s article does not consider the impact of the learning environment on student performance. Factors such as internet connectivity, availability of technology, and home environment could significantly impact student performance. A proposal that could be effective in my own research would be that, as a future study, I could address these gaps by examining the impact of the learning environment on student performance. In the UAE study, researchers Omar, Ali, and Belbase (2021) examine the experience of graduate students with online learning. The study highlights that online learning has led to a decline in the academic achievements of graduate students. However, the article does not explore the impact of online learning on the mental health of graduate students. Graduate students, in particular, are vulnerable to mental health issues due to the increased workload and pressure to perform. Future studies could address this gap by examining the impact of online learning on the mental health of graduate students.

Poor Policy Formulation and Lack of Learning GUidelines Impacted Learners Negatively

Qualitatively researchers similarly identified the potential for better policies to be implemented in order to create a better learning environment for all in extensive research done through interview studies with teachers in Indonesia, aimed at investigating their experiences and perceptions of teaching with technology during the pandemic. Rahayu et al. (2021) employed a qualitative research design, using semi-structured interviews to collect data from ten teachers. Their findings revealed that technology adoption was a significant challenge, as many teachers lacked the necessary skills and resources to integrate technology effectively into their teaching. Here many educators in Indonesia verily recognized the potential benefits of technology in enhancing student engagement and learning outcomes. Imouri and Oussama’s (2021) article, which partly focused on the integration of social networks in Moroccan higher education during the pandemic, effectively revealed that social networks such as WhatsApp and Facebook were widely used to support communication and collaboration between teachers and students, and while they were effective, these technologies were widely available due to their predominant use by the learners out of class.

Dependency on Social Media as a Platform for Learning

The government of Morocco and its policymakers on education were severely constrained in providing adequate systems for all learners to merge and learn. As such, the use of social networking tools as learning platforms effectively revealed that “the impact of the course content on students is very limited. They have also expressed their very positive views about social networks.” This disconnect is largely due to a lack of dedicated platforms for learning. Some of the challenges that were also highlighted to downplay the importance of the use of social media platforms for learning included the lack of technical support, the digital divide, and privacy concerns. In the USA, a focus on K-12 teachers by Akojie, Laroche, and Schumacher (2021) saw findings reveal that the transition was challenging for many teachers, who faced numerous technical, pedagogical, and social challenges. There were few benefits, though, as the authors also identified several benefits, including increased flexibility, personalized learning, and improved student engagement (Akojie, Laroche, and Schumacher, 2021). Qualitatively all these researchers emphasized the challenges associated with the shift to virtual instruction, including the constant presence of technical difficulties, pedagogical challenges, and social isolation. Additionally, they highlighted the potential benefits of technology in enhancing student engagement, personalized learning, and communication.

The proposed research question for this study seeks to evaluate the impact of online education methods/tools ( as the independent variable) on students’ academic performance (as the dependent variable) during the COVID-19 epidemic and the period preceding the outbreak. Below are some of the proposed hypotheses to be tested.

Hypothesis 1: Online education has a negative impact on student’s academic performance during the COVID-19 epidemic: In this case, this hypothesis suggests that the transition to online learning during the COVID-19 pandemic has led to a decline in students’ academic performance compared to traditional in-person learning.

Hypothesis 2:The quality of online instruction has a significant impact on student’s academic performance: This hypothesis suggests that the quality of online instruction, including factors such as instructor engagement, use of interactive teaching methods, and technological resources, can influence the effectiveness of online education and its impact on student’s academic performance.

Hypothesis 3:Students’ prior experience with online learning and access to technology and resources affect academic performance. Here researchers suggest that students who have prior experience with online learning and have access to reliable technology and resources may perform better academically than those who do not.

Hypothesis 4:The impact of online education on academic performance differs based on demographic and socioeconomic factors: Effectively, the impact of online education on academic performance may vary based on factors such as age, gender, race, socioeconomic status, and geographic location. It is important to consider these factors in the analysis of the relationship between online education and academic performance during the COVID-19 epidemic.

Method and Data Analysis

This research will be approached using a multiple methods approach (qualitative, quantitative, and interview) is important because it allows for a more comprehensive understanding of the impacts of the shift from face-to-face to online education. A qualitative approach can help researchers gain insight into the experiences and perspectives of educators and students. This type of research can be particularly useful in understanding the challenges that educators and students faced during the transition and the strategies they used to overcome them. Quantitative research will provide a more objective and generalizable view of the impact of the shift on student learning outcomes, such as academic achievement and engagement. This type of research can help to identify which factors are most important in determining the success of online education and how educators can optimize their teaching strategies to improve student outcomes.

Overall, interviews with students can provide an in-depth understanding of their experiences and perspectives on the shift from face-to-face to online education. Interviews can help researchers understand the challenges that educators and students faced during the transition and the strategies they used to overcome them. Interviews can also provide insight into the potential long-term impacts of the shift in education. Effectively, the shift from face-to-face to online education during the COVID-19 pandemic was essential for ensuring that students continued to receive an education during a time of crisis. The topic is important because it has significant implications for the future of education. Research using a multiple methods approach (qualitative, quantitative, and interview) is crucial for understanding the impact of the shift on educators and students and identifying strategies for optimizing online education in the future.

For my research, I sought to evaluate and outline that proper policy formulation on learning guidelines, infrastructure provision, and improving the quality of educators is ultimately the best way to create better learners academically. This will ultimately create a better or positive perception of online learning effectively being key in improving the performance/educational outcome of the students. This research also seeks to conceptualize how online learning is administered in my school and how the students perceive it negatively or positively. Why they perceive the online processes either positively or negatively and how they score in either case. The perception evaluation will be established under an index of attributes that consider the primary independent variable to be the impact of online education methods (Independent variables);

1. Adaptation of online learning for student courses
2. Adaptation of online learning across different computer devices/ computer devices compatibility
3. Level of interaction with other students
4. Level of motivation to collaborate and work with others online
5. Technical issues presence, internet issues, data privacy, and security

The benefits that will be evaluated in line with those described in the literature review will be mainly the ability to achieve self-learning, low-cost learning, convenience, flexibility, and motivation to participate in learning sessions with others. The main dependent variable will be student achievement/ student academic performance at the end of their course, compared across three courses.

My ideal sample size for this research will be 120 students in their third and fourth years. I obtained consent from the school to run this research, a consent form that will promise secrecy, and I will enlist random sampling methods over an online survey method. This will be achieved by sending a link to Google forms questionnaires containing at least 40 questions within three different sections, namely the demography section, student experience section, and performance improvement. The questionnaire will contain a Likert scale chart that provides four pointers (from strongly dislike to strongly love). I will also add an open-ended section that lets the student highlight how they feel in the performance section that ultimately seeks to maintain neutrality and create subjectivity, improving the quality of the research.

The questionnaire will help me gather qualitative data on students’ experiences, challenges, and suggestions for improving online learning. After the survey, the study will conduct focus group discussions to gather in-depth qualitative data on students’ experiences with different learning models, teaching methods, and learning tools. The focus group discussions will be conducted with 20 participants, consisting of students from different universities and diverse backgrounds. The discussions will be audio-recorded and transcribed for analysis. My study will also review the literature to explore previous research on online learning, learning models, teaching methods, and learning tools. The review will focus on identifying the most effective learning models, teaching methods, and learning tools that enhance students’ performance and perception of online learning.

The quantitative data from various surveys will inform the descriptive statistics in my data analysis. This will include mean, standard deviation, and frequency distribution. The qualitative data from the survey’s open-ended questions and focus group discussions will be analyzed using content analysis. The content analysis will involve identifying themes, patterns, and relationships in the data to identify factors that influence students’ perception of online learning and effective learning models, teaching models, and online education tools. My research, evaluation, analysis, and findings will contribute to the knowledge base on how available learning models, teaching methods, and learning tools can enhance students’ performance and perception of online learning.

This research’s findings will also inform educators of effective strategies for improving online learning experiences and promoting a positive perception of online learning. Additionally, the study’s findings will provide insights for future research on online learning and contribute to developing effective online learning models, teaching methods, and learning tools. Effectively, this research proposal explores how available learning models, teaching methods, and learning tools can be utilized to enhance students’ performance and positive perceptions of online learning. The proposed study’s mixed-methods research design will provide a comprehensive understanding of the factors influencing students’ perception of online learning and the effectiveness of different learning models, teaching methods, and learning tools in enhancing students’ performance.

This will be effective in understanding the overall perspective of online learning as it pertains to students who attend schools in the Irvine area. I seek to obtain consent from the school to run this research, a consent form that will promise secrecy, and I will enlist random sampling methods over an online platform to identify my respondent. This will be achieved by sending a link to Google forms to potential students, and based on their responses, I will randomly class them and select one.

My pilot study effectively had a total of 15 questions that queried a singular respondent on their student experience section and performance improvement. My pilot mirroring the study explored how available learning models, teaching methods, and learning tools can enhance students’ performance and positive perceptions of online learning. The content analysis will involve identifying themes, patterns, and relationships in the data to identify factors that influence students’ perception of online learning and effective learning models, teaching models, and online education tools. Through my pilot, I identified that my research, evaluation, analysis, and findings would effectively contribute to the knowledge base on how available learning models, teaching methods, and learning tools can enhance students’ performance and perception of online learning. This research’s findings will also inform educators of effective strategies for improving online learning experiences and promoting a positive perception of online learning.

Additionally, the study’s findings will provide insights for future research on online learning and contribute to developing effective online learning models, teaching methods, and learning tools. Effectively, this research proposal explores how available learning models, teaching methods, and learning tools can be utilized to enhance students’ performance and positive perceptions of online learning. The proposed study’s mixed-methods research design will provide a comprehensive understanding of the factors influencing students’ perception of online learning and the effectiveness of different learning models, teaching methods, and learning tools in enhancing students’ performance.

For my research data analysis and based on the interview with the student and the six articles, an effective data analysis approach that I will use to argue for better learning resources and qualified educators in order for learners to attain higher better academic performance could be evaluated through regression analysis. Regression analysis, in this case, examines the relationship between the type of online learning method used and academic outcomes. In this case, defining the independent variable as learning methods and the dependent variable as academic outcomes will be important. Learning methods can be categorized into synchronous (real-time instruction) and asynchronous (self-paced instruction) methods. Grades, retention rates, and student satisfaction can measure academic outcomes. A regression analysis will then be performed using data from the six articles to investigate the impact of learning methods on academic outcomes. The analysis can include control variables such as age, gender, and prior academic achievement.

Regression Analysis

For my research, I will seek to evaluate through regression analysis whether students who participate in synchronous online learning methods have higher grades and retention rates than those who participate in asynchronous online learning methods. Furthermore, the regression analysis will be used to demonstrate that students who have access to better resources, such as reliable internet and technology, and are taught by qualified educators, have higher academic outcomes than those who do not have access to such resources.

The qualitative articles highlight the challenges and opportunities of online learning. Akojie, Laroche, and Schumacher (2021) found that K-12 teachers faced challenges such as a lack of technology and training; Imouri and Oussama (2021) found that social networks played a critical role in supporting higher education students in Morocco during the pandemic. Meanwhile, Rahayu et al. (2021) found that teachers in Indonesia faced challenges with implementing online learning but found ways to adapt and improve their teaching practices. The quantitative articles provide statistical analysis of academic outcomes. Omar, Ali, and Belbase (2021) opine that graduate students who participated in online learning during the pandemic had similar academic achievements as those who participated in traditional face-to-face learning primarily because they had access to the resources and tools for learning. Clark et al. (2021) found that online learning compensated for academic loss when there was better management by the teachers of their learners.

By presenting this data analysis, it can be argued that providing students with access to reliable internet and technology, as well as qualified educators, can lead to better academic outcomes in online learning. This can also highlight the importance of implementing synchronous online learning methods, as they have been shown to lead to better academic outcomes than asynchronous methods. In conclusion, a regression analysis that examines the relationship between learning methods and academic outcomes while controlling for relevant variables can be an effective way to argue for better resources and qualified educators for better academic performance in online learning.

Overall, the pilot study sought to understand the impact of COVID-19 on academic performance, particularly in relation to online learning methods. The study conducted one in-depth interview with a student who had experienced online learning during the pandemic. Based on the findings from the pilot study, a finalized qualitative design was developed. This design proposal suggests a sample of 120 students from a local university who had experienced online learning during the pandemic. The setting for the study will be a university campus in Irvine, and the data collection method was through in-depth interviews. Data collection for this study would take place in a virtual setting using video conferencing software such as Zoom or Skype. This approach would allow for the collection of data from participants in different geographic locations. Data collection would involve semi-structured interviews with participants. The interview guide would consist of open-ended questions that allow for a comprehensive understanding of the participant’s experience with online learning during the pandemic.

The interview guide will be designed to explore the students’ experiences with online learning, including their perceptions of the effectiveness of online learning, the challenges they faced, and the strategies they employed to cope with those challenges. The proposed analysis strategy for the study, along with the regression analysis, will also feature a thematic analysis. Thematic analysis will also be a qualitative research method that involves identifying patterns or themes in data.

Coding and Justification for the Chosen Qualitative Design:

The research will involve a systematic process of coding data and identifying themes that emerge from the codes. The coding process involved open coding, where the data was broken down into smaller parts and then categorized into broader themes. The data would be analyzed using an inductive approach to coding, allowing themes to emerge from the data rather than imposing preconceived codes or categories. The coding process involved several steps, including identifying meaningful units of text, creating codes that reflect the meaning of the text, and then categorizing the codes into themes. The themes will then be reviewed, refined, and redefined as necessary to ensure they are accurately reflected in the data.

Another proposed analysis strategy of the research would follow a phenomenological approach. This approach seeks to identify the essential meaning of an experience for a particular individual or group. The data collected in this study will be analyzed using thematic analysis to identify common themes and patterns that emerge from the data. Overall, this approach would involve multiple rounds of coding to ensure that all relevant themes are identified and understood. The phenomenological approach was chosen for this study because it seeks to understand how individuals experience a particular phenomenon. The aim of this study will be to explore the impact of online learning during the pandemic on academic performance.

Discussion and Conclusion

The COVID-19 pandemic has forced educational institutions worldwide to shift from traditional face-to-face learning to online education methods. This abrupt change has significantly impacted students’ academic performance, with some students experiencing a decline in academic performance due to a lack of access to online tools for success. This research proposal aims to explore the impact of online education methods on students’ academic performance during the COVID-19 epidemic, focusing on the importance of access to online tools for success. It provides a strategic framework that it believes will effectively attain this outcome. Effectively, it establishes that Online learning tools such as learning materials, internet access, and online support resources have become increasingly important for student’s academic success in the online education environment. Students who lack these tools may face difficulties in accessing information, completing assignments, and engaging in discussions, which can negatively affect their academic performance. The research will examine the impact of online learning tools on students’ academic performance and explore ways in which educational institutions can support students access to these tools. This proposal also provides a thesis statement that considers the challenges that students and educators face in the online education environment, such as the need for effective communication and collaboration strategies. There are four hypotheses that overall seek to contribute to a better understanding of the impact of online education methods on students’ academic performance during the COVID-19 epidemic and provide insights into how educational institutions can support students’ access to online learning tools for success.

Based on the pilot study design and the findings, I conclude that the COVID-19 epidemic has brought unprecedented changes to the educational sector, with traditional face-to-face learning being replaced by online education methods. This transition has had a profound impact on student’s academic performance, with access to online tools becoming a critical determinant of success. This thesis will examine the impact of online education methods on students’ academic performance during the COVID-19 epidemic, with a focus on the importance of access to online tools. Online learning tools have become essential for students to achieve academic success during the pandemic. These tools range from learning materials such as online textbooks, lecture videos, and quizzes to internet access, digital devices, and software applications.

Students who lack access to these tools are likely to experience academic difficulties and may fail to meet their learning objectives. This research paper as such explores the various online learning tools that are critical to student’s academic success and how they can be made more accessible to all students. To ensure better learning outcomes and academic performance from learners in the online environment, and aims to outline how educators can enact several policies. First, it suggests a need for setting clear expectations and guidelines for online learning, including deadlines and grading criteria. Second, it suggests provision for regular feedback and support to students. Finally, it queries whether policymakers can provide opportunities for student engagement, such as virtual office hours or online discussion forums, and insists on the provision of a variety of assessment methods to ensure that learners are comprehensively evaluated, including projects, presentations, and exams.

References

Akojie, P., Laroche, I., & Schumacher, J. 2021. Moving from Face-to-Face Instruction to

Virtual Instruction in the COVID-19 Pandemic: Narratives of K-12 Teachers. American Journal of Qualitative Research, 6(1), 59-72.

Clark, A. E., Nong, H., Zhu, H., & Zhu, R. 2021. Compensating for academic loss: Online

learning and student performance during the COVID-19 pandemic. China Economic Review, 68, 101629.

Gopal, R., Singh, V., & Aggarwal, A. 2021. Impact of online classes on the satisfaction and

performance of students during the pandemic period of COVID-19. Education and Information Technologies, 26(6), 6923–6947. https://doi.org/10.1007/s10639-021-10523-1

Imouri, E. M., & Oussama, E. A. 2022. Social Networks Integration in Moroccan Higher

Education during COVID-19: Opportunities and Challenges. American Journal of Qualitative Research, 6(2), 207–219.

Omar, H. A., Ali, E. M., & Belbase, S. 2021. Graduate students’ experience and academic

achievements with online learning during the COVID-19 pandemic. Sustainability, 13(23), 13055. https://doi.org/10.3390/su132313055

Rahayu, S., Rahmadani, E., Syafitri, E., Prasetyoningsih, L. S., Ubaidillah, M. F., & Tavakoli,

1. 2022. Teaching with Technology during COVID-19 Pandemic: An Interview Study with Teachers in Indonesia. Education Research International, 2022, 1–9.

Appendix

Interview

1. How would you describe your overall experience with online learning during the pandemic?

Answer: “Overall, it was a challenging experience. I struggled to stay motivated and engaged without the structure of in-person classes.”

2. What challenges did you face while taking online classes?

Answer: “The lack of face-to-face interaction and hands-on learning made it difficult to fully grasp certain concepts and material.”

3. Did you collaborate with other students during online classes? Why or why not?

Answer: “It was difficult to coordinate with other students, and the quality of collaboration was often lower than in-person.”

4. How did you stay motivated and focused during online classes?

Answer: “I tried to create a dedicated workspace and stick to a routine, but it was still a challenge to stay motivated.”

5. What did you find helpful about online learning?

Answer: “The scheduling flexibility was a big benefit, and it was nice to not have to commute to campus.”

6. What did you find challenging about online learning?

Answer: “It was hard to feel connected to my peers and instructors, and the lack of face-to-face interaction made it difficult to fully understand the material.”

7. How did you feel about the technology used for online classes?

Answer: “Overall, it was pretty straightforward, but there were a few tools that were challenging to use.”

8. Were there any particular assignments or assessments that were more difficult to complete in the online format?

Answer: “Group projects were especially difficult to coordinate, and it was challenging to get the same level of feedback as in-person classes.”

9. How did you feel about the level of support and guidance provided by your instructors during online classes?

Answer: “Some instructors were great at adapting to the online format, but others struggled to provide enough support and guidance.”

10. How did your personal life and circumstances affect your experience with online classes?

Answer: “I had to balance online classes with work and other responsibilities, which made it difficult to stay on top of everything.”

11. Do you feel that online learning is an effective way to learn?

Answer: “It can be effective in certain situations, but I think it’s important to have some level of in-person interaction so as to be more contextually aware of the theoretical knowledge being given.”

Field Note

Date: March 4th, 2023

Location: Starbucks at Spectrum Center in Irvine

Interviewee: Student, age 20

Observations:

• The interviewee arrived at the location on time, wearing a hat and carrying a laptop bag.
• Starbucks was busy with a mix of students and professionals, most of whom were sitting alone and working on laptops.
• The interviewee ordered a latte and sat at a small table in the corner of the café.

Interview:

• The interviewee expressed frustration with the sudden shift to online learning during the pandemic, noting that it was difficult to stay motivated and engaged without the structure of in-person classes.
• They described feeling disconnected from their peers and instructors and struggled to participate in class discussions and group projects.
• However, they also noted that online learning had some benefits, such as increased flexibility in terms of scheduling and reduced commuting time and expenses.
• When asked about their observations of the shift from in-person to remote learning, the interviewee noted that many instructors struggled to adapt to the new format and that some courses were not well-suited for online delivery.
• They also observed that some students thrived in the remote learning environment while others struggled with the lack of in-person interaction and accountability.
• The interviewee also expressed concerns about the quality of their learning experience during online classes. They felt that the lack of face-to-face interaction and hands-on learning opportunities made it difficult to fully grasp certain concepts and material. They also felt that online classes made it easier to procrastinate and be less productive.
• When asked about their performance during online classes, the interviewee said that they felt they performed worse than they did in in-person classes. They attributed this to a lack of motivation and engagement, as well as the challenges of working independently.
• The interviewee also noted that they had limited opportunities to collaborate with other students during online classes. They said that some instructors tried to facilitate collaboration through group projects and online discussions but that it was difficult to coordinate with other students and that the quality of collaboration was often lower than in-person.
• When asked about their preference between online and face-to-face classes, the interviewee said that they preferred face-to-face classes. They felt that the in-person interaction and ability to ask questions and get feedback in real time were crucial to their learning experience. However, they did acknowledge that online classes could be beneficial in certain situations, such as for scheduling flexibility or for students who prefer to work independently.

Overall, the interviewee expressed mixed feelings about online learning during the pandemic, noting both the challenges and benefits of the shift from in-person to remote learning.