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Reviewing online learning effectiveness during the COVID-19 pandemic: A global perspective
1 Department of Sociology, Faculty of the Social Sciences, University of Ibadan, Ibadan, Oyo State, Nigeria.
2 Bridge the Gap, Dubai UAE.
3 Independent Researcher UK.
4 Ministry of Education, Lagos
5 International School, Benin, Edo State, Nigeria.
6 National Examinations Council, Nigeria.
7 University of Ibadan, Ibadan, Oyo State, Nigeria.
Review
International Journal of Science and Research Archive, 2024, 11(01), 1676–1685.
Article DOI: 10.30574/ijsra.2024.11.1.0282
Publication history:
Received on 02 January 2024; revised on 08 February 2024; accepted on 10 February 2024
Abstract:
The COVID-19 pandemic has brought about unprecedented challenges to education systems worldwide, forcing a rapid shift towards online learning as a primary mode of instruction. This Review reviews the effectiveness of online learning during the pandemic from a global perspective. The study considers various factors influencing the success or challenges faced by students, educators, and institutions in transitioning to digital platforms. One key aspect under scrutiny is the technological readiness of educational institutions across different countries. Disparities in infrastructure, access to devices, and internet connectivity have played a pivotal role in shaping the online learning experience. The study investigates how these disparities have impacted the effectiveness of online education, highlighting the importance of addressing digital divides for equitable learning opportunities. Furthermore, the Review explores the role of pedagogical strategies employed in online education. With the abrupt shift to virtual classrooms, educators had to adapt their teaching methods to suit the digital environment. The review assesses the effectiveness of various instructional approaches, considering factors such as student engagement, motivation, and the ability to cater to diverse learning styles. The socio-economic implications of online learning are also examined, as the pandemic has heightened existing inequalities. The study investigates how economic disparities have influenced access to education, examining the challenges faced by vulnerable populations. It also explores potential solutions and policy implications to bridge the gap and promote inclusivity in online education. The Review delves into the psychological impact of online learning on students and educators. Isolation, screen fatigue, and the absence of face-to-face interaction have posed mental health challenges. The review considers the measures taken by educational institutions to address these concerns and enhance the overall well-being of the academic community. In conclusion, this Review provides a comprehensive overview of the global experience with online learning during the COVID-19 pandemic. By analyzing technological, pedagogical, socio-economic, and psychological dimensions, it aims to contribute valuable insights for improving the effectiveness of online education in future scenarios of crisis or as a complementary mode of learning.
Keywords:
COVID-19; Pandemic, Socio-economic; Vulnerable; Learning Effectiveness
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0
