ONLINE LEARNING: THE GOOD AND THE BAD

The pandemic meant online learning became the norm, and education was transformed by offering unique opportunities and challenges. But how exactly did this impact students and teachers? Hong Kong University’s Research and Impact Initiative on Communications in Healthcare project interviewed students and teachers alike to uncover this impact. 

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Students noted several positive aspects of online learning, emphasising its convenience and flexibility. The availability of recorded lectures allows students to view lecture material repeatedly, allowing them to understand the content better. This flexibility also enables students to learn at their own pace, adjusting to different learning styles and schedules. 

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Additionally, online learning has helped many students reduce their commuting time, providing more opportunities for studying, family interactions, sleep, and personal activities. All of which benefit their mental health. 

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However, students identified several disadvantages of online learning. The lack of a physical classroom negatively impacted student engagement and motivation. Students struggled to focus on the content being taught, creating a disconnect that led to a lack of motivation. Accountability and self-discipline became harder to maintain in the home environment, intensifying students' disinterest in participating. 

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Students were also presented with fewer opportunities for social interaction. The online environment prevented students from developing fulfilling connections, often leading to experiences of loneliness. The lack of peer discussion discouraged students from asking questions during class, as they felt unnoticed and isolated. This made some students self-conscious and made participation harder when there was no immediate peer feedback. 

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Additionally, students felt the online format was better suited to specific subjects. Courses heavily based on practical and hands-on experience, such as medicine, were negatively impacted as online formats cannot replicate these aspects. Similarly, courses involving networking elements were severely limited, preventing the development of personal and professional skills. 

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Students weren’t the only ones negatively impacted by online learning, with many teachers experiencing challenges. Some teachers noted how the online format required immediate learning of digital skills, quickly familiarising themselves with using and managing new online platforms like Zoom and Menti. Overcoming technical issues like cutting out Wi-Fi or malfunctioning cameras further worsened frustrations. 

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Teachers also faced significant difficulties in capturing and maintaining student engagement. The home environment provided numerous distractions and comforts that disengaged students from class participation. Family members loudly conversing during class or the option to relax in bed made it difficult for students to concentrate effectively. This, combined with teachers' inability to monitor task focus consistently, meant they struggled with determining students' progress. 

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While online learning brought students convenience and flexibility, they faced reduced engagement, limited social interaction, and difficulties replicating learning experiences. Teachers also faced challenges in learning and adapting to the digital environment while still trying to retain student participation. Ultimately, highlighting the dual nature of online learning.