Effectiveness of Online Teaching-Learning Practices in Higher Education in a South Asian Country: Students' and Educators' Perspectives

Abstract

Purpose:  The COVID-19 pandemic triggered a major shift in higher education, necessitating a move to fully online teaching and learning. While this transition was essential, it raised significant concerns about student engagement and the overall effectiveness of online education. Our research explores the elements that determine the success of remote learning from both student and educator perspectives.

Design/methodology/approach:  The study adopted a quantitative approach with a survey of 200 students and 50 faculty members in Sri Lanka, which serves as a representative sample for the South Asian higher education context.

Findings: From the students' perspective, four factors were identified as critical determinants of online learning effectiveness: Students’ desire for physical class attendance, the efficacy of face-to-face lectures, the adaptation of higher educational institutions, and the ability of academic staff. And according to educators' perspectives, several factors significantly influence online teaching-learning effectiveness. 

Originality: No prior research has been done on the impact of online learning on students’ overall learning experiences and the extent to which online education can effectively support learning and assessment in higher education contexts

Implications: The model developed in this study holds promise for evaluating online education effectiveness, especially in developing countries.