Learning During COVID19 University Closure: Case Studies of university of Poland

Abstract

The aim of this present study was to explore the experiences of under graduate
and post-graduate level students who abruptly transitioned from classroom
learning to an online learning environment due to the COVID-19 pandemic. The
research question was: What strengths and challenges are associated with online
learning among under graduate and post-graduate students abruptly transitioning
from a classroom to an online learning environment due to the COVID-19
pandemic? Participants were 30 undergraduate English students at Poland
university, College of Education for Human Sciences and 20 undergraduate
students at Al-Muthanna University. All participants completed a 10-item
questionnaire. Data were analyzed using a six-step thematic approach and was
interpreted through the lens of the Community of Inquiry theoretical framework.
Findings indicated that online courses strengths included increased student
engagement and flexibility, prior familiarity with teaching, increased personal
time, and the use of multiple learning modalities. Challenges included problems
with teaching, reduced engagement due to family interruptions, and lack of visual
cues. Limitation of this study was the small sample size, which may limit the
ability to generalize the findings to other students. These findings provide insight
into the issues which can hinder success in online programs.