What Support Do Students Need for Online Learning? Student Perspectives from Nine Institutions

• In Event: Belonging and inclusion in higher education: Students' experiences at home and abroad (II)

Proposal

Purpose
The COVID-19 pandemic forced institutions to seek innovative solutions for emergency remote teaching to maintain the continuity of learning. The technological systems and infrastructure for delivering online learning had to adapt quickly (Lockee, 2021); it did not allow the time required to create high-quality online learning instruction (Shin & Hickey, 2021). However, challenges such as the expensive cost of internet infrastructure, such as Wi-Fi routers, laptops, mobile phones, and access to data bandwidth, prevented students from realizing their full potential for online learning (Mpungose, 2020). Therefore, as institutions return to physical classrooms post-pandemic or to offering a combination of online and face-to-face instruction (Lockee, 2021), there is a need to develop sustainable education plans for online learning (Johnson et al., 2020). Such plans should include support for students’ online learning needs.
Researchers note that students’ online learning success relies on many factors, such as their ability to assume urgency in learning, motivation, their knowledge of and accessibility to technology, access to resources, technological support, and awareness of student socio-emotional needs and inequalities (Ali, 2020; Chiu et al., 2021; Shin & Hickey, 2021; Czerniewicz et al., 2019). The issue of unequal access to learning resources is one of the main reasons why students protest. For example, Swartz et al. (2018) note that the 2015 and 2016 Fee Must Fall student protests in South Africa highlighted the continuing inequalities that impact students’ access and success in higher education. This paper focuses on the support students from nine institutions need from the university stakeholders to meet online learning needs, providing a case for comparisons by other researchers.

Theoretical Framework
In this study, the theorization of students’ online learning support needs is guided by critical theory. The theory is oriented toward giving an account of behavior and realizing “that society is based on equality and democracy for all its members” (Cohen et al., 2011: p.31). It also seeks to redress inequalities placed on individuals by race, class, or gender (Creswell & Poth, 2017). Through critical theory, the researchers explored the inequalities/variations in students’ online learning experiences and how institutions can support students’ online learning needs to reduce the learning disparities.

Methods
Through a comparative case study of nine institutions, eight in Africa, participating in an e-Learning Initiative project funded by a large foundation, this research sought to understand, among other things, the support/resources students need for online learning. The researchers conducted face-to-face and virtual (Zoom) focus group discussions, transcribed the FGDs, and de-identified them to ensure participant confidentiality. The analysis involved open coding to generate a codebook and closed coding by reading the transcripts and assigning data segments to the thematic categories and codes to identify patterns.

Data Sources
The researchers obtained IRB from the two implementing institutions and research support letters from all nine institutions. In addition, they worked with the Focal Points from the nine institutions to invite a select number of students for in-person or virtual focus group discussions (FGDs). The selection process ensured diverse participation by gender, level of study (undergraduate/graduate), degree major, and differently-abled students. They conducted in-person interviews and student focus groups in five institutions between March 7th and March 24th, 2022, and virtual data in three institutions between April 11th and June 17th, 2022. The team audio-recorded (in-person) or video-recorded (online, Zoom) interviews and FGDs, only if the participants granted permission. The research team conducted 17 focus group discussions with 101 participants.

Preliminary Results
The preliminary results indicate that the transition to emergency remote learning was challenging for institutions and learners, but it was necessary for continuity of learning. Students embraced online learning as it sharpened their digital skills and competencies, boosted their time management and self-discipline, and provided opportunities to network and collaborate. However, they called on the university leadership and stakeholders to do more to improve their online learning experiences as institutions moved to physical or blended learning.
To realize their full online learning potential, students noted that universities should primarily invest in online learning infrastructure such as Learning Management System, access to online journal articles, an ICT lab, and Zoom Licenses, ensure students have reliable internet connectivity on and off-campus, and provide resources for online learning, such as computers, tablets, or smartphones, provided to students from economically disadvantaged backgrounds. Further, they should give specialized support to students with special needs, IT support, and orientation to online learning and not assume they know how to navigate online learning platforms. The students appealed to the universities to conduct more monitoring and evaluation research (including students’ views) to improve online learning, seek students’ input on online learning policy before its implementation, and provide professional development to faculty to effectively teach classes online. Besides, students would like institutions to offer diverse learning/course modes (offline, blended, entirely online) to accommodate diverse learners’ needs and provide the three options during admissions or at the start of each semester for students to choose the option that aligns with their needs.

Significance
This study is significant in several ways. First, most institutions have transitioned to hybrid learning post-Covid 19, and therefore, this study provides an understanding of the kind of support students require to improve their online learning experiences. Second, it provides a case for comparison for other researchers who want to investigate similar issues. Third, in line with the 2024 conference theme, it provides student voices and calls for governments and institutions to have students on the table as they plan for online/hybrid learning so institutions have a curriculum and pedagogy that meets students’ learning needs.

Authors

• Pauline Mbesa Wambua, Arizona State University

• Prince K. Kwarase, Arizona State University

• Kevin Otieno Akumu, United States International University - Africa

• Clifford Daniel Olemo, United States International University Africa