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Adult Learners’ Perceptions on Online Learning
Abstract
The COVID-19 pandemic has demanded online learning as an alternative to conventional classroom learning methods. The study’s aim was to explore the advantages and challenges of online learning as perceived by adult learners of Maltese as a second language. Data was collected from 35 adult participants using semi-structured interviews comprised of open-ended questions. The interview results were analysed using the thematic analysis method with the help of NVivo software to identify commonalities in responses and group the data according to the respective themes. The advantages of online learning according to the participants included the ability to balance learning and domestic chores; to access subject content despite the absence of live learning sessions; and less susceptibility to challenges like fatigue, time-wasting traffic, preparation for school and limited parking space. On the contrary, poor Internet connectivity, lack of IT knowledge, lack of personal computers and distractions at home negatively impacted online learning. Lack of an Internet connection, IT skills and a personal computer or an Internet-enabled phone led to inequality in access to online learning sessions. Despite the shortcomings, participants perceived online learning to be a solution to suspended academic activities. This research concludes with a number of solutions to overcome the issues presented by online learning.
Keywords:-Online learning, COVID-19, adult learners, benefits of online learning, challenges of online learning.
... Language learning is essential in a globalized environment, with online courses providing opportunities for learning beyond traditional classroom settings (Paepe, 2018). However, the requirement for specialized devices limits accessibility, particularly for economically disadvantaged learners (OECD, 2020;Dhawan, 2020;Żammit, 2021). Despite distractions inherent in online learning, it remains a vital solution for continuity amidst the COVID-19 pandemic (Koszalka et al., 2021;Teixeira & Zapata-Ros, 2021). ...
... While online learning offers time-saving benefits and flexibility, distractions and lifestyle factors may impact learning efficacy (OECD, 2020;Busuttil & Farrugia, 2020;Żammit, 2021). High-performance students may benefit more from online learning compared to less-focused learners, highlighting potential inequalities in educational outcomes (OECD, 2020;Żammit, 2021). ...
... While online learning offers time-saving benefits and flexibility, distractions and lifestyle factors may impact learning efficacy (OECD, 2020;Busuttil & Farrugia, 2020;Żammit, 2021). High-performance students may benefit more from online learning compared to less-focused learners, highlighting potential inequalities in educational outcomes (OECD, 2020;Żammit, 2021). ...
Due to the COVID-19 epidemic, there has been a necessary transition to online learning. This study aimed to ascertain the distinct factors that contribute to the preference for online learning among a cohort of 42 adult learners who are studying Maltese as a second language. Data was collected through semi-structured interviews that included open-ended questions, enabling participants to express their viewpoints. The responses underwent thematic analysis, which involved using NVivo software to examine trends and classify the data into appropriate topics. The participants provided diverse justifications for their inclination towards online learning. Many participants valued the flexible feature of online learning since it enabled them to acquire knowledge at their preferred pace without experiencing any pressure to hurry. Some individuals appreciated the chance to review recorded sessions, as it enhanced their comprehension of the topic. Several participants emphasised the advantage of being able to acquire knowledge from any location, which resulted in saving commuting time and the ability to learn in a pleasant setting. Additionally, some individuals noted that online learning allowed them to access a wide range of online resources and digital tools, thereby improving their proficiency in digital literacy. Nevertheless, the study also identified obstacles such as technological glitches, absence of in-person communication, and struggles with maintaining motivation. Notwithstanding these difficulties, most of the participants saw online learning as an advantageous substitute, particularly when in-person academic activities were suspended. The study provides ideas for enhancing the online learning experience, considering the distinct preferences and obstacles highlighted by the participants.
... In Malta, the popularity of distance education for teaching Maltese to international adults is growing due to its convenience and cost-effectiveness [20]. However, educators face a significant challenge in maintaining the same level of instructional quality as in a traditional classroom setting when teaching Maltese remotely [19]. ...
The language model, Chat Generative Pretrained Transformer (ChatGPT), which is a cutting-edge artificial intelligence (AI) technology developed by OpenAI, employs deep learning algorithms to generate human-like text. Despite its recent popularity, ChatGPT is expected to play an increasingly important role in shaping the future of technology and AI. This study used a mixed methods approach to assess the effectiveness of ChatGPT in facilitating the learning of Maltese for 41 international multilingual adult students and to explore their experiences and perceptions of using ChatGPT to learn Maltese. The participants used ChatGPT for a period of two weeks to support their Maltese learning and completed a survey to evaluate their experience and the usefulness of the tool in the Maltese learning process. An online focus group approach was employed, in which the participants discussed their use of ChatGPT for Maltese learning. According to the findings, ChatGPT had some limitations when it came to providing accurate information related to Maltese grammar and vocabulary, and sometimes produced non-existent words or incorrect answers. Additionally, the tool struggled to comprehend and respond to Maltese questions and statements. Participants also noted that ChatGPT had limitations in supporting grammar, vocabulary, creating dialogues or stories, translation, summarization, proofreading, and conversational practice, especially when compared to its effectiveness in assisting with the learning of the English language. Despite 98% of the participants indicating that ChatGPT lacked cultural context in the survey, a Palestinian participant was able to persuade others during the focus group session by demonstrating how the tool was helpful in understanding Malta's cultural context. Furthermore, ChatGPT does not provide immediate feedback to allow Maltese students to quickly correct errors and improve their language skills. The study highlights the need for improvement in the training of ChatGPT on the Maltese language, as well as collaboration with Maltese language and AI experts, to better meet the needs of Maltese students. The findings have important implications for the design and implementation of language learning programs and for the development and deployment of language learning tools for less widely spoken languages like Maltese.KeywordsChatGPTMaltese language learningArtificial intelligence (AI)Computer-assisted language learning (CALL)Student experience and perceptionNatural language processing (NLP)
... But not only skills and abilities are related to course satisfaction as an outcome measure, but also the perception or preference for autonomous learning may be important. Zammit (2021) asked adult learners about their general perception of e-learning and could show that the higher level of autonomy was mostly experienced as advantageous, while at the same time distractions at home were negatively associated. ...
Although e-learning has become an important feature to promote learning experience, still little is known about the readiness of adult learners for e-learning in continuing vocational education. By exploring perceived challenges and benefits, it was our aim to identify dimensions that define e-learning readiness. Therefore, we conducted a study design with qualitative and quantitative components. It consisted of both, semi-structured interviews, as well as an online survey regarding biography, personality, learning behavior, and general attitudes toward e-learning. The continuing vocational education course that we were investigating comes from the field of project management. The learner group was heterogeneous regarding their biographical and occupational background. Our results suggest several dimensions of e-learning readiness which are namely: motivation, learning strategies/regulation, attitudes toward learning, and personality-associated aspects as well as digital literacy. These findings are in line with previous research to only some extent, but reveal the necessity to redefine single dimensions of e-learning readiness to develop an inventory that is generalizable for different adult learner groups. Based on these assumptions a new measure for e-learning readiness needs to be proposed in future research as a next step.
The purpose of this study is to explore the use of emergency distance based lifelong learning environment during the COVID-19 pandemic in terms of learning practices from the perspective of adult learners. Designed as a phenomenology in qualitative studies, this study focused on adult learners' experiences in the emergency online lifelong learning environment provided by the local government during the pandemic. Data were collected from three adult learners recruited through criterion and convenience sampling methods. The data were collected through semi-structured interviews and analyzed using content analysis technique. The findings revealed that the adult learners who participated in the study were satisfied with the distance-based online lifelong learning environment, but they encountered various shortcomings. According to the participants, four themes and their sub-themes were identified regarding the emergency online lifelong learning environment: student, perceived teacher support, environment and content. As a result of the study, it was determined that there is a need for studies that will reveal evaluations of online lifelong learning from different aspects
Adult education has gained immense popularity during a pandemic. Adult learners are able to meet their educational requirements through online education. Adult learners also prefer online education due to convenience and self-learning interests. Online education also poses challenges and discomfort to online learners. Statistics indicate a higher dropout rate among adult online learners due to various factors. This chapter focuses on the significant challenges adult online learners face and has identified tools, strategies, and techniques to empower and motivate them. This chapter will also help us to understand how tools and techniques, such as information and communication technology, allow us to increase the number of such learners in different countries. Information and communication technology tools are used in developed and developing countries to encourage and motivate adult learners to improve their education virtually at their convenience.
In 2020, the COVID-19 pandemic impacted millions of people's lives around the world. This included the lives of teachers and learners in educational institutions because schools were thought to be hotbeds of infection and shutting them down between March and June 2020 was therefore deemed to be inevitable. Educational facilities, private tutoring, and lifelong learning centres all have had to comply with the government's directive at the time to suspend, postpone, and/or cancel in-person classes. One group particularly impacted were non-native adults living in Malta, many of whom were learning Maltese as a second language (ML2). Like other educators, many teachers offering ML2 instruction to adults had to shift to an online mode (from mid-March through to the last week of May) in order to complete the 2019-20 ML2 programme. The current study reports on the benefits and challenges encountered by 17 ML2 teachers while teaching online during the first wave of the COVID-19 pandemic and physical school closure. The research applied a qualitative method consisting of one-on-one interviews with 17 ML2 adult educators conducted online. Using the adaptability theory, the researcher sought to investigate the appropriateness of adaptions of ML2 teachers to distance learning approaches during the school shutdown. Keywords: COVID-19 lockdown, Maltese as a second language (ML2), distance education challenges and benefits, online language teaching, distance language learning 274 Definition of Terms Second language: This is abbreviated as L2 and refers to a language that is not the speaker's native/first language but is learned by the speaker over time (Hoque, 2017). Distance education: Also known as distance learning, remote learning, e-learning, and online learning: this involves the physical separation of educators and learners and includes the use of various tools to promote student-teacher and student-student interaction.
This study attempts to examine the perceptions of EFL students in Palestinian universities about online learning advantages, challenges, and solutions during Corona pandemic. Moreover, it aims to highlight the efficiency of online learning as an educational system which can be relied on to achieve goals of high educational institutions. The researchers investigated the current situation of online learning in Palestinian universities during the COVID-19 pandemic using a questionnaire. In the questionnaire, the participants were 191 students (161 females and 30 males), and all of the participants have tried the online learning experience during this pandemic. 33% of them took online courses before, while 67% did not. The questionnaire was posted on 6 English clubs’ websites of 6 Palestinian universities: Birzet Univers ity, AnNajah National University, Bethlehem University, Hebron University, Al-Quds University, and Pales tine
Ahliya University. The investigation was concerned in pointing out the challenges facing the students during their online courses, in addition to finding out solutions in terms of involving students in the assessment process. The findings confirmed the need to conduct changes and improvements regarding the implementation of e-learning in the educational process in order to help high ministries of education achieve more real success in spreading knowledge. The researchers concluded that there should be massive efforts in improving the technological infrastructure besides holding good training programs for both students and
teachers.
Keyword
The onset of the COVID-19 pandemic and the eventual closing of schools in March 2020 throughout the world caused major disruptions to the educational experience of all learners. Teaching and learning began to be organised and delivered from within the homes of educators. With little time to prepare and make the necessary arrangements to transfer devices from schools to teachers' homes, technological investment financed over several years remained largely idle behind the closed doors of school buildings. This paper looks at the experiences of teachers in primary and secondary schools in Malta as they rapidly shifted their work to online modes of teaching and learning during the first wave of COVID-19 pandemic. Data gathered through an online questionnaire captured the views of 407 Maltese educators, working with learners aged five to sixteen years. Through a series of open and closed-ended questions, interesting data was yielded on the approaches they were adopting to deliver learning. Findings indicate teachers used both real time and asynchronous approaches. Benefits and disadvantages of both systems emerged from their responses. Rich insights into the challenges educators faced with both modes of remote online instruction are outlined. Maltese teachers' voices on the support they received from their leaders and school authorities, and the ways they kept track of learning and learners during the times of COVID-19 are presented. The implications of how teachers and schools responded to the emergency shift to technology-mediated schooling, the influence of previous investment and training in the use of digital technologies and the impact on learners and learning are also explored.
COVID-19 has shaken up the definition and perception of normality. Overnight, educators within the compulsory education sector in Malta had to change their modus operandi from face-to-face to online modality, this despite limited training on remote teaching and learning. This change shifted to a considerable degree the responsibility of learning onto the learners, something which, perhaps, Maltese students were not much accustomed to. Hence, the pandemic has fast-tracked the slow change that the Ministry of Education and Employment (2012) had been trying to bring about – that of having learners as partners in the learning and assessment processes.
Assessment for Learning (AfL) is by far the only evidence-based research which has proven to be the most cost-effective benefit for student achievement when practiced well (Black, Harrison, Lee, Marshall, & Wiliam, 2004; Black and Wiliam, 1998). The Directorate for Learning and Assessment Programmes’ (DLAP) within Malta’s centralized education system, while making efforts to include formative assessment as part of the teaching and learning process, had not considered using it during online teaching and learning practices, as there never was the need to teach compulsory school students remotely. Hence, it was relevant to investigate whether this assessment modality was being used during online teaching and learning, especially when the digital tools had in-built FA tools. This study presents insights from four-hundred responses received to an online questionnaire about the use of formative assessment by Maltese educators across the different providers and levels of education at prior to and during school closure. Results reflect teachers’ use of a combination of strategies, which however declined significantly when learning was transferred online. The highest number of combinations of four strategies, followed by a set of three remained consistent in terms of being the mostly preferred modes of formative assessment used by teachers. The decline has been laterally spread onto other group combinations. Effective Questioning was the most used strategy in a set of combinations during physical classes, while both oral and written feedback were the most used, albeit to a different degree, when teaching online. Teachers who used a blended approach used both types of feedback, however, those who adopted an asynchronous approach relied on written feedback. The change in teaching approach has witnessed a four-type practice variation in the use of FA strategies: no change, slight, moderate and major change.
The study raised the issue of teachers needing to work outside their comfort zone as they had to adapt to the new circumstances, misconceptions about what online teaching and learning entails, knowledge of the possibilities of FA in this modality, and the need for further training as part of professional development.
The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.
Covid‐19 has spread globally, affecting all nations. Preventive measures were implemented by governments including the closure of universities. The aim of this study was to evaluate the student's perspectives and experiences on the shift to remote preclinical medical education while inquiring whether there has been any psychological impact on the students. A customized questionnaire utilizing Likert‐scale‐based questions and the Generalized Anxiety Disorder‐7 assessment tool was distributed online to enrolled preclinical medical students at the Faculty of Medicine and Surgery at the University of Malta. Quantitative and qualitative analyses of the data gathered was carried out. Multivariate logistic regression analyses was performed to establish independent variables associated with anxiety symptoms. A total of 172 responded out of a cohort of 299 preclinical students (58%). The majority perceived a positive learning experience following the shift to remote lectures, however, it was not the case for small group teaching including dissection sessions. Nonetheless students reported concerns about their education, examinations, progression to next academic year and wellbeing. Less than half the students exhibited symptoms of anxiety. Students exhibiting “moderate” worry (OR:7.6; CI 95%:1.98–29.31; P < 0.01) and “severe” worry (OR: 2.0; CI 95%: 5.0–80.5; P < 0.01) on their mental, emotional, and wellbeing due to Covid‐19 were associated with anxiety symptoms after adjusting for cofounders. Apart from the short‐term effects, the Covid‐19 pandemic may have a long‐term impact on both the medical education and the students' future careers. It is important that the implemented changes in medical education are recorded and studied since such data will be essential on how to proceed post‐Covid‐19 pandemic.
The aim of this study is to explore the advantages, constraints and solutions of online learning for private university students in Indonesia which are being implemented as a result of the pandemic of COVID. In this study using a qualitative method, using a survey method to private university students in Indonesia after six weeks of online distance learning as respondents, where distance learning is carried out using an online system. A total of 100 students participating in distance learning filled out a semi-structured questionnaire that was distributed to them online. The result of this article is the advantage that students feel with online learning is that they can listen at home, they are not limited by the place, they can listen anytime anywhere, and they are not limited by time or space grouped into comfortable educational themes. environment, utilization of free time, network instability, the voice of lecturers and teaching materials are not synchronous, they cannot take classes when the wifi is not connected, the concentration is reduced. Suggestions for improvement include increasing network instability, activating interaction through increasing one-sided interaction, and conducting face-to-face classes for practice.
Asynchronous online discussions (AODs) can fail to benefit student learning in online classes if they are not designed to promote higher-order thinking. AODs can be designed as collaborative learning events that prompt students to go beyond the reproduction of basic content. The purpose of this study was to describe student participation, interaction, and levels of learning in AODs following pre-work activities. The pre-work in this study was conceptualized as socio-cognitive scaffolding. It engaged students in common activities where everyone experienced the same content preparation prior to the AOD. During the AOD students were prompted to share, discuss, and validate their understanding of the content. The study was conducted with 49 students in a graduate-level project management course. Results revealed that students were engaged in discussions of content-related material and showed evidence of deep learning during the AODs. Specifically, students analyzed, evaluated, and synthesized information during the collaboration. Results suggested that pre-work activities can be a promising strategy in the design of AODs. https://cutt.ly/IYrtpAf