topic for research paper about online classes

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• Published: 25 January 2021

Online education in the post-COVID era

• Barbara B. Lockee 1  

Nature Electronics volume  4 ,  pages 5–6 ( 2021 ) Cite this article

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The coronavirus pandemic has forced students and educators across all levels of education to rapidly adapt to online learning. The impact of this — and the developments required to make it work — could permanently change how education is delivered.

The COVID-19 pandemic has forced the world to engage in the ubiquitous use of virtual learning. And while online and distance learning has been used before to maintain continuity in education, such as in the aftermath of earthquakes 1 , the scale of the current crisis is unprecedented. Speculation has now also begun about what the lasting effects of this will be and what education may look like in the post-COVID era. For some, an immediate retreat to the traditions of the physical classroom is required. But for others, the forced shift to online education is a moment of change and a time to reimagine how education could be delivered 2 .

Looking back

Online education has traditionally been viewed as an alternative pathway, one that is particularly well suited to adult learners seeking higher education opportunities. However, the emergence of the COVID-19 pandemic has required educators and students across all levels of education to adapt quickly to virtual courses. (The term ‘emergency remote teaching’ was coined in the early stages of the pandemic to describe the temporary nature of this transition 3 .) In some cases, instruction shifted online, then returned to the physical classroom, and then shifted back online due to further surges in the rate of infection. In other cases, instruction was offered using a combination of remote delivery and face-to-face: that is, students can attend online or in person (referred to as the HyFlex model 4 ). In either case, instructors just had to figure out how to make it work, considering the affordances and constraints of the specific learning environment to create learning experiences that were feasible and effective.

The use of varied delivery modes does, in fact, have a long history in education. Mechanical (and then later electronic) teaching machines have provided individualized learning programmes since the 1950s and the work of B. F. Skinner 5 , who proposed using technology to walk individual learners through carefully designed sequences of instruction with immediate feedback indicating the accuracy of their response. Skinner’s notions formed the first formalized representations of programmed learning, or ‘designed’ learning experiences. Then, in the 1960s, Fred Keller developed a personalized system of instruction 6 , in which students first read assigned course materials on their own, followed by one-on-one assessment sessions with a tutor, gaining permission to move ahead only after demonstrating mastery of the instructional material. Occasional class meetings were held to discuss concepts, answer questions and provide opportunities for social interaction. A personalized system of instruction was designed on the premise that initial engagement with content could be done independently, then discussed and applied in the social context of a classroom.

These predecessors to contemporary online education leveraged key principles of instructional design — the systematic process of applying psychological principles of human learning to the creation of effective instructional solutions — to consider which methods (and their corresponding learning environments) would effectively engage students to attain the targeted learning outcomes. In other words, they considered what choices about the planning and implementation of the learning experience can lead to student success. Such early educational innovations laid the groundwork for contemporary virtual learning, which itself incorporates a variety of instructional approaches and combinations of delivery modes.

Online learning and the pandemic

Fast forward to 2020, and various further educational innovations have occurred to make the universal adoption of remote learning a possibility. One key challenge is access. Here, extensive problems remain, including the lack of Internet connectivity in some locations, especially rural ones, and the competing needs among family members for the use of home technology. However, creative solutions have emerged to provide students and families with the facilities and resources needed to engage in and successfully complete coursework 7 . For example, school buses have been used to provide mobile hotspots, and class packets have been sent by mail and instructional presentations aired on local public broadcasting stations. The year 2020 has also seen increased availability and adoption of electronic resources and activities that can now be integrated into online learning experiences. Synchronous online conferencing systems, such as Zoom and Google Meet, have allowed experts from anywhere in the world to join online classrooms 8 and have allowed presentations to be recorded for individual learners to watch at a time most convenient for them. Furthermore, the importance of hands-on, experiential learning has led to innovations such as virtual field trips and virtual labs 9 . A capacity to serve learners of all ages has thus now been effectively established, and the next generation of online education can move from an enterprise that largely serves adult learners and higher education to one that increasingly serves younger learners, in primary and secondary education and from ages 5 to 18.

The COVID-19 pandemic is also likely to have a lasting effect on lesson design. The constraints of the pandemic provided an opportunity for educators to consider new strategies to teach targeted concepts. Though rethinking of instructional approaches was forced and hurried, the experience has served as a rare chance to reconsider strategies that best facilitate learning within the affordances and constraints of the online context. In particular, greater variance in teaching and learning activities will continue to question the importance of ‘seat time’ as the standard on which educational credits are based 10 — lengthy Zoom sessions are seldom instructionally necessary and are not aligned with the psychological principles of how humans learn. Interaction is important for learning but forced interactions among students for the sake of interaction is neither motivating nor beneficial.

While the blurring of the lines between traditional and distance education has been noted for several decades 11 , the pandemic has quickly advanced the erasure of these boundaries. Less single mode, more multi-mode (and thus more educator choices) is becoming the norm due to enhanced infrastructure and developed skill sets that allow people to move across different delivery systems 12 . The well-established best practices of hybrid or blended teaching and learning 13 have served as a guide for new combinations of instructional delivery that have developed in response to the shift to virtual learning. The use of multiple delivery modes is likely to remain, and will be a feature employed with learners of all ages 14 , 15 . Future iterations of online education will no longer be bound to the traditions of single teaching modes, as educators can support pedagogical approaches from a menu of instructional delivery options, a mix that has been supported by previous generations of online educators 16 .

Also significant are the changes to how learning outcomes are determined in online settings. Many educators have altered the ways in which student achievement is measured, eliminating assignments and changing assessment strategies altogether 17 . Such alterations include determining learning through strategies that leverage the online delivery mode, such as interactive discussions, student-led teaching and the use of games to increase motivation and attention. Specific changes that are likely to continue include flexible or extended deadlines for assignment completion 18 , more student choice regarding measures of learning, and more authentic experiences that involve the meaningful application of newly learned skills and knowledge 19 , for example, team-based projects that involve multiple creative and social media tools in support of collaborative problem solving.

In response to the COVID-19 pandemic, technological and administrative systems for implementing online learning, and the infrastructure that supports its access and delivery, had to adapt quickly. While access remains a significant issue for many, extensive resources have been allocated and processes developed to connect learners with course activities and materials, to facilitate communication between instructors and students, and to manage the administration of online learning. Paths for greater access and opportunities to online education have now been forged, and there is a clear route for the next generation of adopters of online education.

Before the pandemic, the primary purpose of distance and online education was providing access to instruction for those otherwise unable to participate in a traditional, place-based academic programme. As its purpose has shifted to supporting continuity of instruction, its audience, as well as the wider learning ecosystem, has changed. It will be interesting to see which aspects of emergency remote teaching remain in the next generation of education, when the threat of COVID-19 is no longer a factor. But online education will undoubtedly find new audiences. And the flexibility and learning possibilities that have emerged from necessity are likely to shift the expectations of students and educators, diminishing further the line between classroom-based instruction and virtual learning.

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Lockee, B.B. Online education in the post-COVID era. Nat Electron 4 , 5–6 (2021). https://doi.org/10.1038/s41928-020-00534-0

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Published : 25 January 2021

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Online Education Research Paper Topics

This comprehensive guide to online education research paper topics is designed to assist students and researchers in the field of education. The guide provides a wide array of topics divided into ten categories, each with ten unique topics, offering a diverse range of areas to explore in the field of online education. Additionally, the guide offers expert advice on how to choose a research topic and how to write an online education research paper. The final sections of the guide introduce iResearchNet’s professional writing services and encourage students to take advantage of these services for their research needs.

100 Online Education Research Paper Topics

Online education is a broad and rapidly evolving field, offering a wealth of topics for research. Here, we provide a comprehensive list of online education research paper topics, divided into ten categories, each with ten topics. This list is designed to inspire your research and help you find a topic that suits your interests and academic requirements.

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1. Online Learning Models and Strategies

• The effectiveness of synchronous vs. asynchronous online learning.
• The role of blended learning in enhancing student engagement.
• The impact of MOOCs on higher education.
• The use of gamification strategies in online learning.
• The role of social media in online education.
• The effectiveness of flipped classroom model in online education.
• The use of adaptive learning technologies in online education.
• The role of learning analytics in improving online learning outcomes.
• The impact of peer learning strategies in online education.
• The effectiveness of project-based online learning.

2. Online Learning Technologies

• The role of Learning Management Systems (LMS) in online education.
• The impact of Artificial Intelligence (AI) on online learning.
• The use of Augmented Reality (AR) and Virtual Reality (VR) in online education.
• The role of mobile technologies in promoting online learning.
• The impact of cloud technologies on online education.
• The use of digital badges in online learning.
• The role of e-portfolios in online education.
• The impact of interactive whiteboards on online learning.
• The use of digital libraries in online education.
• The role of data mining techniques in improving online learning.

3. Online Learning and Student Engagement

• The impact of online learning on student motivation.
• The role of interactive activities in promoting student engagement in online learning.
• The impact of online discussion forums on student engagement.
• The role of feedback in enhancing student engagement in online learning.
• The impact of online collaborative projects on student engagement.
• The role of multimedia resources in promoting student engagement in online learning.
• The impact of online learning communities on student engagement.
• The role of learner autonomy in online learning engagement.
• The impact of online learning on student-teacher interaction.
• The role of self-regulated learning strategies in online learning engagement.

4. Online Learning and Student Performance

• The impact of online learning on student academic performance.
• The role of formative assessment in online learning.
• The impact of online learning on student retention rates.
• The role of personalized learning paths in improving student performance in online learning.
• The impact of online learning on student critical thinking skills.
• The role of online learning in promoting student creativity.
• The impact of online learning on student problem-solving skills.
• The role of online learning in enhancing student digital literacy skills.
• The impact of online learning on student self-efficacy.
• The role of online learning in promoting lifelong learning.

5. Online Learning and Accessibility

• The role of online learning in promoting educational equity.
• The impact of online learning on students with disabilities.
• The role of Universal Design for Learning (UDL) in online education.
• The impact of online learning on adult learners.
• The role of online learning in promoting access to education in rural areas.
• The impact of online learning on non-traditional students.
• The role of online learning in promoting global education.
• The impact of online learning on underrepresented student groups.
• The role of online learning in promoting gender equity in education.
• The impact of online learning on socio-economically disadvantaged students.

6. Online Learning and Teacher Education

• The role of online learning in teacher professional development.
• The impact of online learning on teacher pedagogical skills.
• The role of online learning in promoting teacher collaboration.
• The impact of online learning on teacher attitudes towards technology.
• The role of online learning in promoting teacher leadership.
• The impact of online learning on teacher job satisfaction.
• The role of online learning in promoting teacher innovation.
• The impact of online learning on teacher-student relationships.
• The role of online learning in promoting teacher reflection.
• The impact of online learning on teacher efficacy.

7. Online Learning and Policy

• The role of policy in promoting quality in online education.
• The impact of accreditation standards on online learning.
• The role of policy in promoting access to online education.
• The impact of copyright laws on online learning.
• The role of policy in promoting innovation in online education.
• The impact of net neutrality on online learning.
• The role of policy in promoting diversity and inclusion in online education.
• The impact of data privacy laws on online learning.
• The role of policy in promoting teacher preparation for online education.
• The impact of government funding on online education.

8. Online Learning and Ethics

• The role of academic integrity in online learning.
• The impact of online learning on student privacy.
• The role of ethical considerations in online learning design.
• The impact of online learning on digital citizenship.
• The role of ethical considerations in online assessment.
• The impact of online learning on student well-being.
• The role of ethical considerations in online learning technologies.
• The impact of online learning on digital divide.
• The role of ethical considerations in online learning policies.
• The impact of online learning on social justice.

9. Online Learning and the Future of Education

• The role of online learning in the future of higher education.
• The impact of online learning on the future of K-12 education.
• The role of online learning in the future of lifelong learning.
• The impact of online learning on the future of teacher education.
• The role of online learning in the future of educational technology.
• The impact of online learning on the future of educational policy.
• The role of online learning in the future of global education.
• The impact of online learning on the future of educational equity.
• The role of online learning in the future of educational innovation.
• The impact of online learning on the future of educational research.

10. Case Studies in Online Learning

• The impact of online learning during the COVID-19 pandemic.
• The role of online learning in disaster response and recovery.
• The impact of online learning inspecific educational institutions.
• The role of online learning in specific courses or programs.
• The impact of online learning on specific student populations.
• The role of online learning in specific geographical regions.
• The impact of online learning on specific educational outcomes.
• The role of online learning in specific industries or professions.
• The impact of online learning on specific educational challenges.
• The role of online learning in specific educational innovations.

This comprehensive list of online education research paper topics provides a starting point for your research. Each topic offers a unique opportunity to explore and contribute to the field of online education. Whether you are interested in online learning models, technologies, student engagement, performance, accessibility, teacher education, policy, ethics, the future of education, or case studies, there is a topic here for you. As you delve into your chosen topic, remember that the goal of your research is not only to fulfill an academic requirement but also to contribute to the understanding and improvement of online education.

Online Education Research Guide

Online education, also known as e-learning, has revolutionized the field of education, making learning more accessible, flexible, and personalized. It refers to the use of digital technologies to facilitate learning and teaching, allowing students to learn anytime, anywhere, and at their own pace. Online education encompasses various forms of learning, including synchronous (real-time) and asynchronous (self-paced) learning, blended learning, and Massive Open Online Courses (MOOCs).

The advent of online education has broken down geographical barriers, providing opportunities for individuals worldwide to access quality education. It has also catered to the diverse learning needs and styles of learners, offering a range of multimedia tools and interactive activities to enhance learning engagement and outcomes.

Moreover, online education has proven to be a vital tool in response to the educational challenges posed by the COVID-19 pandemic. It has enabled continuity of education at a time when traditional face-to-face learning is not always possible.

Research in online education is crucial in this digital age. It provides insights into the effectiveness of online learning strategies, the impact of technology on learning outcomes, the challenges faced by learners and educators in the online environment, and the ways to enhance the quality and accessibility of online education.

The field of online education offers a wealth of research topics, from exploring the pedagogical strategies and technological tools for effective online teaching and learning to examining the impact of online education on student performance and engagement. In the following sections, we provide a comprehensive list of online education research paper topics, expert advice on choosing a topic and writing a research paper, and information about iResearchNet’s professional writing services. Whether you are a student embarking on your first research project or a seasoned researcher looking for new areas to explore, this guide is designed to assist you in your research journey.

How to Choose Online Education Research Paper Topics

Choosing a research paper topic is often one of the most challenging parts of the research process. The topic you choose will guide your entire research project, influencing the literature you review, the methodology you use, and the conclusions you draw. Therefore, it’s crucial to choose a topic that is interesting, relevant, and manageable. Here are some expert tips to help you choose online education research paper topics:

• Interest: Choose a topic that genuinely interests you. Your interest in the topic will motivate you to delve deeper into the research and will make the entire process more enjoyable. Think about the aspects of online education that you find most intriguing. Is it the technologies used in online learning, the impact of online learning on student engagement, or the role of online learning in promoting educational equity? Your passion for the topic will also come through in your writing, making your research paper more engaging for your readers.
• Relevance: Choose a topic that is relevant to your course, your future career, or the broader field of education. The relevance of your topic will make your research more meaningful and applicable. Consider the current trends and issues in online education. For example, in the wake of the COVID-19 pandemic, online education research paper topics related to the role of online learning in crisis response and recovery, the impact of online learning on student wellbeing, or the role of online learning in promoting educational continuity may be particularly relevant.
• Researchability: Choose a topic that can be researched. This means that there should be enough literature on the topic for you to review and that you can collect data (if necessary) to answer your research question. Use academic databases to do a preliminary search on your potential online education research paper topics. If there is very little or too much literature on a topic, it may not be suitable for a research paper.
• Specificity: Choose a topic that is specific and focused. A broad topic can be overwhelming and difficult to cover in a single research paper. On the other hand, a specific topic will allow you to delve deeper into a particular aspect of online education and provide a more detailed analysis. For example, instead of choosing a broad topic like “the impact of online learning,” you could focus on “the impact of online learning on student engagement in higher education.”
• Originality: Choose a topic that is original. While it’s important to build on existing research, you should also aim to contribute something new to the field of online education. This could be a new perspective on a topic, a new methodology, or new findings. Look for gaps in the existing literature where your research could contribute.
• Feasibility: Choose a topic that is feasible to research within your time and resource constraints. Consider the availability of sources, the possibility of data collection, and the scope of the research. If your topic is too complex or requires resources that are not available to you, it may be difficult to complete your research paper.
• Guidelines: Finally, make sure your topic meets the guidelines of your assignment or course. If you’re unsure, don’t hesitate to ask your professor or advisor for guidance.

Remember, choosing a research paper topic is not a decision to be taken lightly. Take your time to explore different online education research paper topics, do preliminary research, and consider your interests, goals, and constraints. With careful consideration and planning, you can choose a topic that will lead to a successful and rewarding research project.

How to Write an Online Education Research Paper

Writing a research paper on online education can be a rewarding experience that allows you to delve deeper into a topic of interest, develop your research and writing skills, and contribute to the field of online education. However, it can also be a complex and challenging task that requires careful planning, thorough research, and meticulous writing. Here are some expert tips to guide you in writing an online education research paper:

• Understand the Assignment: Before you start writing, make sure you understand the requirements of the assignment. What is the purpose of the research paper? What is the expected length? What is the deadline? What formatting style should you use? Understanding the assignment will help you plan your work and meet the expectations of your professor.
• Choose a Topic: Choose a topic that is interesting, relevant, researchable, specific, original, and feasible, as discussed in the previous section. Your topic will guide your entire research and writing process, so take your time to choose a topic that suits your interests and academic goals.
• Conduct Preliminary Research: Conduct preliminary research to familiarize yourself with your topic and the existing literature. Use academic databases to find scholarly articles, books, and reports on your topic. This will help you understand the current state of research on your topic, identify gaps in the literature, and refine your research question.
• Develop a Thesis Statement: Based on your preliminary research, develop a thesis statement that clearly states the main argument or focus of your research paper. Your thesis statement should be concise, specific, and arguable. It will guide your research and help you stay focused on your argument.
• Create an Outline: Create an outline to organize your thoughts and plan your paper. Your outline should include an introduction, a literature review, a methodology section (if applicable), a findings or discussion section, and a conclusion. Under each section, list the main points or arguments you plan to make.
• Conduct In-depth Research: Conduct in-depth research to gather evidence to support your thesis statement. Use a variety of sources, such as scholarly articles, books, reputable websites, and educational reports. Be sure to evaluate the credibility and relevance of your sources.
• Write a Draft: Write a draft of your research paper according to your outline. Start with the body of the paper, as it is often easier to write the introduction and conclusion after you have developed your arguments. Be sure to provide clear and concise explanations, use evidence to support your arguments, and cite your sources correctly.
• Revise Your Paper: After writing your draft, take the time to revise your paper. Check for clarity, coherence, and consistency. Make sure your arguments are well-developed, your evidence is strong, and your thesis statement is clearly supported. Also, check for grammar, spelling, and punctuation errors.
• Write the Introduction and Conclusion: Write the introduction and conclusion of your paper. The introduction should provide background information on your topic, state your thesis statement, and outline the structure of your paper. The conclusion should summarize your arguments, restate your thesis statement, and discuss the implications of your findings.
• Proofread: Finally, proofread your paper to ensure it is free of errors and ready for submission. Consider asking a peer, a mentor, or a writing center tutor to review your paper.

Remember, writing a research paper is a process that requires time, effort, and patience. Don’t rush the process. Take the time to plan your research, conduct thorough research, write carefully, and revise your work. With these expert tips, you can write an online education research paper that is insightful, well-structured, and contributes to the field of online education.

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• Expert Degree-Holding Writers: Our team is our pride. Composed of professionals who hold degrees in various fields, we ensure that your paper is handled by someone with a deep understanding of online education. But it’s not just about credentials. Our writers are also experienced researchers and skilled wordsmiths who are adept at crafting custom written works that meet the specific requirements and academic standards of your institution. They understand the nuances of academic writing and are committed to producing work that is not only well-written but also insightful and meaningful.
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161 Online Education Topics and Essay Examples

🏆 best research title examples about online class, 💡 most interesting online learning topics to write about, 📚 good online education topics for presentation, 🌐 catchy titled for online learning essay, 💻 online class research titles, ❓ research topics about online classes.

• Online Classes Vs. Traditional Classes Essay The essay shall endeavor to examine the differences between online classes and the traditional classes, with a preference for the later.
• Impact of Online Classes on Students Essay The thesis statement for this study is: “online learning has positive impact on the learners, teachers and the institution offering these courses” Online learning or E learning is a term used to describe various learning […] We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
• Benefits of Online Learning This knowledge and skill one gains from online help the person to intermingle with others in a better way, progress their profession, or develop their business successfully.
• Comparison of Stress Level Among Traditional Learning and Online Learning College Students The distance learners have been perceived to be enjoying a suitable environment of learning as opposed to the traditional classroom learners who experience high levels of stress.
• Traditional vs. Distance Learning Systems On the other hand, in online learning, the students partake learning individually, and in some cases, students doing the same course in the same college do not even get to know each other.
• How to Succeed in Online Classes The time you attend the class has to coincide with the time of day when your brain is also most receptive to the information it receives.
• Virtual Learning: Yes and No Argumentation The argument stems from the quality of the education that can be received via the internet and what the drawbacks are once there is no physical contact between students and the professors.
• Online Learning and Classroom Learning Combining the two concepts then, we can define e-learning “as a learning environment that exists solely in the form of digital content that is stored, accessed and exchanged through networked computer and information systems” The […]
• Personal Reflections for the MBA Distance Learning I was able to concentrate on various subjects, complete assignments, and liaise with different instructors throughout the learning process. The approach made the learning process desirable and capable of supporting my aims.
• The Importance of Online Learning For this purpose, it is possible to conduct classes in real-time, when they can ask and receive the opinion of others.
• Distance Learning: Advantages and Limitations All three articles cover the topic of distance learning in the context of the coronavirus and everyday practice. Speaking of the advantages of distance learning, the author suggests that remote learning may not be ideal […]
• Learning Objectives Implementation With the advent of the internet, online courses have sprouted resulting in the debate on the two options, traditional class setting, and the online class.
• Distance Learning and Its Evolution Definitions of distance education are varied and diverse, but the main concept of distance learning can be summarized from the situation wherein the student and the educator are separated by distance and time and the […]
• Changes in Learning and Motivation With the Advent of Online Learning Institutions of learning have introduced online learning through improvement of infrastructure, incorporation of new technologies in learning, recruitment of professionals who are conversant with new technologies, and revision of curriculums in order to accommodate new […]
• The Importance of Virtual Learning Communities The learning communities enable the instructors and the students to volunteer their questions. The virtual learning communities enable online degree programs to give students autonomy over the learning process.
• Online Learning Is a Superior Form of Education This paper will argue that online learning is a superior form of education since it helps students and learning institutes to overcome limitations imposed by the traditional learning environment.
• Zoom for Online Learning Updates During the pandemic, the zoom was and is still the most downloaded App in the USA and globally compared to others.
• The Roles of Families in Virtual Learning By analyzing the various roles that families play in virtual learning, the authors demonstrate that family involvement and support are critical to the success of their children The authors begin by discussing the impact of […]
• Distance Learning During the COVID-19 Pandemic The radical transition from the traditional system of obtaining knowledge to virtual education actualizes research related to the analysis of the specifics and dysfunctions of distance learning.
• The Need for Online Learning at St. Francis Elementary School This has led to the need to design an online learning platform suitable for interactive and critical learning experiences by the tutors and their learners.
• Online Learning Perception and Effectiveness While the solution allowed students to access information and continue their studies, there was apprehension in regard to the efficacy of online learning and the outcomes such shifts have on students’ academic performances.
• Distance Learning of Forest Management Considering that the goal of the research was to analyze the results and implications of a practical approach to the forest management course engagement and e-learning development, most information was derived from the expert team […]
• The Impact of Distance Learning on the Mental State The argument of the supporters of the first perspective is based on the fact that online education reduces the ability of students to concentrate and deteriorates overall motivation.
• A Distance Learning Program: Strategies for Successful Starting or Expanding An institution has to identify the most appropriate communication tools and media to be used by students and teachers in a distance learning program.
• Starting and Expanding Distance Learning Program Therefore, decision-makers must grapple with the problem of distant learning planning, as institutions are caught between the desire to serve students online and the requirement to maintain traditional student services.
• Factors for Teachers’ Motivation in Distance Learning Efficient communication with the administration of an institution is a crucial factor that affects the motivation of teachers in distance learning.
• Strengths and Weaknesses of Online Learning Amidst that confusion, it would be important to take a deep look into the subject and see the disadvantages and the advantages of online learning.
• Pros and Cons of Distance Education On the one hand, modernization of education allows it to expand the usual boundaries of transmitting and receiving information in the educational process while retaining all the integral components.
• Rhetorical Analysis of the Distance Education The essay can be addressed both to the children and parents for whom the issues of health and psychology are important.
• Distance Learning Experiences of In-Service Music Teachers From Puerto Rico The study explores the experiences of in-service music teachers in distance learning. This paper examines the motivations of in-service teachers in distance learning.
• Design Thinking for Online Learning Project In this paper, attention will be paid to the problem of a lack of engagement with online learning and a reflection on design thinking as its solution.
• Maximizing the Effectiveness of Online Learning Flipped learning allows the teacher to provide the greatest amount of time for direct interaction with students, which is especially important in the framework of online learning.
• New Online Learning Platform: Market Analysis The goal of online education is to enhance the knowledge of people who want to pursue a particular career for a fee that is lesser when compared to offline studies in Universities.
• Software Engineering Online Learning Center However, it is not easy to tell what the website is promoting just by the look of the homepage and thus, visitors with less time might not be interested to click to the sub-sections and […]
• Distance Education Problem Overview Generally, distance education can be evaluated as a binary prospect: on one hand, it presents a row of advantages for the people who are busy with their work and family duties, and on the other […]
• Negotiation: Distance Learning and Social Change The conflict that arises, in this case, is that the Pirates are demanding ransom money from the owners of the tanker in order to release it and its crew. The essay has given a detailed […]
• Online Learning in Jordan Universities: Effectiveness and Obstruction For the quality learning process, e-learning has been developed to use different approaches to ease the process of learning. E-learning is a novel idea in most of the Arab world and it has come with […]
• Online Learning Institutions and Courses This account allows you to access the online learning institutions library. Which are the most reliable online learning institutions?
• Professional Development Methods: Distance Education Technologies Professional development at universities has included methods to assist faculty in improving course design and educational methods, as well as in becoming familiar with and applying educational technologies, such as distance education tools. These centers […]
• Why Distance Education Can Fulfill the Purpose of a True Education? The only reason I can see for professors to frown upon distance education is that it has removed their infallibility in the eyes of the students.
• Earning a Degree Through Distance Education Though both foreign and traditional education institutions provide knowledge and skills to students in order to enable them become competent in their profession, the institutions vary in the quality of degree courses they provide to […]
• Online Learning in Vocational Education and Training There are different variations in the process of learning on the basis of the types of combination and integration with the other technologies used for the teaching and learning process.
• Distance Learning Fulfilling Education Purpose Distance learning mode of education, which is a kind of education that takes place when the teachers and the students are separated by space and time, does not entirely serve the purpose of education. The […]
• Distributed and Distance Learning Systems It is a system that can be of great impact to the researchers this is because one is able to get information that will help him or her get a cue for that group that […]
• Social Constructivism in Cooperative and Distance Learning As opposed to the behaviorist view of learning which gives more importance to the imitation aspects of the learner in the learning process, this constructivist theory gives greater room for the active interaction of the […]
• Online Learning and Learning Behaviours In such a way, the main reason for the creation of this project is the increased popularity of online learning and the need for the in-depth investigation of this phenomenon because of its increased demand.
• Nurses and Virtual Learning Environments: Understanding Limits in Nursing Education Despite the expected benefits and improvements in nursing education due to the use of virtual learning environments, this practice may create a number of challenges for students and teachers.
• Online Learning Design Specifications The rapid rise of technologies and the evolution of communication means resulted in the appearance of new approaches to the learning process.
• Innovative Social Networking in Online High School The preparedness of the school is also critical towards the success of this innovative technology. The school should also examine the benefits and bottlenecks of the new technology.
• Online Class and Its Outcome Measurement The focus of the paper will be on the aspect of public evaluation while considering what was involved while evaluating the impact on the class. Therefore, these are some of the outcome measures that can […]
• Online Classes for High School Students I wish to submit to you that the need for extra input in terms of study has caused many parents to enroll their children in online study classes to supplement the knowledge they get from […]
• Online Learning Environments The questions will be posted to the group by the instructor. The learners are likely to face a number of challenges in the course of the module.
• Evaluating Online Learning Tools The learners can be referred to reliable wikis and blogs to integrate the ideas learnt from the class. In this manner, the desires of people to learn are not limited by distance and time.
• Online Learning Principles and Objectives In this way, the students will not only argue the purposes and significance of the course to their life, but also create an interactive session among the students and their instructor. As the instructor, I […]
• Online Learning Space Creating Process On the other hand, a community of practice has been known to mean a crowd of people who are in the same career or share the same interest.
• Distance Learning and Virtual High School This implies that district schools in lines with virtual High school are of much importance to both the educators and students.
• Distance Education: Best Practices and Approaches The study with the use of a case-based learning system undertaken by Cifuentes, Mercer, Alverez, and Bettati in 2010 demonstrated that students could remotely participate in the learning process without the need to be physically […]
• Online Learning and Innovations in Pedagogy On the other hand, computer-based learning can be understood as a learning environment in which computers are used to mediate between learners and content without necessarily being online.
• Efficient Interaction in Distance Learning Classroom The problem is that the number of enrolments in the online form of education is augmenting, even as the knowledge regarding the factors that influence the effectiveness of distance education continues to be scarce.
• Virtual Learning Environments: Effective Use Tutors often face the challenge of effective delivery of lessons in the classroom given the diverse categories of students. Learning objects basically refer to blocks of content that can be interlinked to produce a course.
• Using Wikis to Encourage Online Classes Collaborative Work The problem is that the entire process seems to ignore the relevance of enabling students to interact and share their ideas in the learning environment.
• Technology Acceptance Model of Online Learning The findings of the study demonstrate the effectiveness of external variables related to online learning environments in predicting the ability of users to adopt online learning community.
• Formulating an Online Learning Course Reviewing is done from the student side where a person analyzes the content and readability of the information contained in the online learning program.
• Tone Impact in Distance Education Thus, in this paper, the tone will refer to the tone the instructor implies in the text material and the tone of conversations between the instructors and the students.
• Ethical Issues in Online Learning The online assessment methods should consider the ethical issues arising from the learning process. The assessment methods should be able to prevent all forms of dishonesty during the learning process.
• Virtual Learning Environment: Concord Consortium The problem is that this capitalization can be perceived as sign of rudeness, and it can make reluctant to take part in the discussion. Provided that a teacher can promote the involvement of students, they […]
• High School of Virtual Learning Environment The aim will be to see incorporation of the system, the opportunities, and the challenges faced while using Virtual Learning Environment.
• Transition From Traditional Education to Online Learning The speed of information transfer at any time and anywhere through the internet makes online learning relatively cheap compared to the traditional education system.
• Distance Learning OL and Interactive Video in Higher Education The two-way communication systems as well as the need to interact ‘physically’ between and among the participants are what propelled the adoption of this mode of learning.
• Distance Learning Foundational Concepts Another problem that arises as a result of distance learning is the lack of face to face or one on one contact between teachers or instructors and their students.
• Convenience and Flexibility of the Online Classes The advantage of online courses for full or part-time employed individuals is that you can plan how you take your courses. Online classes also introduce students to a variety of web-based tools and techniques that […]
• Concept of Distance Learning in Modern Education System The accessibility of the distance learning courses mainly depend on the awareness of the instructor to the accessibility issues and how the instructor can best handle the course with consideration of accessibility.
• Creating Student Engagement in Online Learning Environment To contribute to creating and stimulating student engagement in online learning environments, it is important to focus on such factors as the increase of students’ motivation, focus on independent and inquiry-based learning, the active role […]
• Administrative Progressivism in Relation to Online Learning The main idea of the discussion is to consider online learning from the perspective of administrative progressivism with identifying the advantages and disadvantages of using the mentioned approach along with the chosen method of study.
• Contrasting an Online Class to a Traditional Class In most cases, the traditional class syllabus is usually a bit wider hence offering the trainee much more as opposed to online classes where there is lack of provisions for diversification of the subject.
• Comparison of Online Learning and Traditional Learning
• Historical and Socio Cultural Analysis of Online Learning
• Analysis of Using Online Video Lecture on Learning Outcome: The Mediating Role of Student Interaction and Student Engagement
• Advantages and Disadvantages of Synchronous and Asynchronous Learning in an Online Class
• Analysis of the Cyber School as an Institution With Online Methods of Learning
• Benefits & Issues of Online Learning
• Swot Analyis for Online Learning
• Comparing the Effectiveness of Classroom and Online Learning
• How Does Prior Knowledge Impact Students Online Learning Behaviors?
• How Learning Online Works?
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• Implementing Comprehensive Interventions to Support Student Success in Online Learning
• Learning Management Systems (LMS) and Online Education
• Managing Online Learning In Collabrative Group
• Managing the Online Learning Revolution in an MBA course: Quality Assurance through Strategic Development
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• Online Learning: High School Students For College
• Online Learning: Stochastic Approximation
• Planning Strategies And Time Management Essential in Online Learning
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• Effectiveness of Online Learning
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• How Does Online Classes Work
• Why Online Learning Is Not Common Among Primary School Students
• Reasons for Taking Online Classes
• Online Classes Are More Flexible Than Conventional Education
• Online Classes Are Less Effective Than Regular Classroom Classes
• The Four Coursera Online Classes
• The Pros and Cons of Online Classes
• The Advocacy for Online Classes According to Todd Gilman
• Online Classes and Face With Face Classes
• Are Online Classes Beneficial To Students
• The Benefits and Drawbacks of Traditional and Online Classes
• Online Classes Are Becoming A Trend for College Campuses
• Online Classes Should Not Reduce Students’ Options and Opportunities
• Why Are More Students Taking Online Classes
• Online Classes vs. Traditional Classroom Learning
• The Demand for Online Classes
• Online Courses and the Impact of Weaker Interpersonal Connections in Online Classes
• The Similarities Between Online Classes and Traditional Classes
• Comparision Between Traditional Classes and Online Classes
• Online Classes Are Becoming More and More Relevant Now
• Online Classes and Oral Presentation Challenges
• The Primary Difference Between Classroom and Online Classes
• What Is the Newest Innovation in Online Learning?
• What Are Some Good Websites for Online Learning?
• Will Online Learning Will Replace Face to Face Teaching?
• Do Students Appreciate Online Learning?
• What Are the Benefits and Drawbacks of Online Learning?
• Which Is the Best Online Learning Platform?
• Which Machine Learning Algorithms for Classification Support Online Learning?
• How Much Does It Cost to Set up an Online Learning Management System?
• How Is Online Learning More Convenient Over the Traditional Classroom?
• Is Online Learning Becoming More Interactive With the Passage of Time?
• What Is the Relation Between Reinforcement Learning and Online Learning?
• What Are the Issues Related to Online Learning and Teaching?
• Why Do Students Struggle With Online Learning?
• What Problems and Issues Are Seen in Online Learning Communities?
• What Are the Disadvantages of Online Learning?
• What Opportunities Does Online Learning Give?
• What Are the Benefits and Challenges of Online Learning?
• What Is the Difference Between Distance Learning and Online Learning?
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• Why Do Many People Find Online Learning Really Hard?
• Is It Possible to Do Online Learning With LSTM?
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• Chicago (A-D)
• Chicago (N-B)

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A Survey on the Effectiveness of Online Teaching–Learning Methods for University and College Students

• Article of professional interests
• Published: 05 April 2021
• Volume 102 , pages 1325–1334, ( 2021 )

Cite this article

• Preethi Sheba Hepsiba Darius   ORCID: orcid.org/0000-0003-0882-6213 1 ,
• Edison Gundabattini   ORCID: orcid.org/0000-0003-4217-2321 2 &
• Darius Gnanaraj Solomon   ORCID: orcid.org/0000-0001-5321-5775 2  

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Online teaching–learning methods have been followed by world-class universities for more than a decade to cater to the needs of students who stay far away from universities/colleges. But during the COVID-19 pandemic period, online teaching–learning helped almost all universities, colleges, and affiliated students. An attempt is made to find the effectiveness of online teaching–learning methods for university and college students by conducting an online survey. A questionnaire has been specially designed and deployed among university and college students. About 450 students from various universities, engineering colleges, medical colleges in South India have taken part in the survey and submitted responses. It was found that the following methods promote effective online learning: animations, digital collaborations with peers, video lectures delivered by faculty handling the subject, online quiz having multiple-choice questions, availability of student version software, a conducive environment at home, interactions by the faculty during lectures and online materials provided by the faculty. Moreover, online classes are more effective because they provide PPTs in front of every student, lectures are heard by all students at the sound level of their choice, and walking/travel to reach classes is eliminated.

Avoid common mistakes on your manuscript.

Introduction

Critical thinking and creativity of students increase with innovative educational methods according to the world declaration on higher education in the twenty-first century [ 1 ]. Innovative educational strategies and educational innovations are required to make the students learn. There are three vertices in the teaching–learning process viz., teaching, communication technology through digital tools, and innovative practices in teaching. In the first vertex, the teacher is a facilitator and provides resources and tools to students and helps them to develop new knowledge and skills. Project-based learning helps teachers and students to promote collaborative learning by discussing specific topics. Cognitive independence is developed among students. To promote global learning, teachers are required to innovate permanently. It is possible when university professors and researchers are given space to new educational forms in different areas of specializations. Virtual classrooms, unlike traditional classrooms, give unlimited scope for introducing teaching innovation strategies. The second vertex refers to the use of Information and Communication Technology (ICT) tools for promoting innovative education. Learning management systems (LMS) help in teaching, learning, educational administration, testing, and evaluation. The use of ICT tools promotes technological innovations and advances in learning and knowledge management. The third vertex deals with innovations in teaching/learning to solve problems faced by teachers and students. Creative use of new elements related to curriculum, production of something new, and transformations emerge in classrooms resulting in educational innovations. Evaluations are necessary to improve the innovations so that successful methods can be implemented in all teaching and learning community in an institution [ 2 ]. The pandemic has forced digital learning and job portal Naukri.com reports a fourfold growth for teaching professionals in the e-learning medium [ 3 ]. The initiatives are taken by the government also focus on online mode as an option in a post-covid world [ 4 ]. A notable learning experience design consultant pointed out that, educators are entrusted to lead the way as the world changes and are actively involved in the transformation [ 5 ]. Weiss notes that an educator needs to make the lectures more interesting [ 6 ].

This paper presents the online teaching–learning tools, methods, and a survey on the innovative practices in teaching and learning. Advantages and obstacles in online teaching, various components on the effective use of online tools, team-based collaborative learning, simulation, and animation-based learning are discussed in detail. The outcome of a survey on the effectiveness of online teaching and learning is included. The following sections present the online teaching–learning tools, the details of the questionnaire used for the survey, and the outcome of the survey.

Online Teaching and Learning Tools

The four essential parts of online teaching [ 7 ] are virtual classrooms, individual activities, assessments in real-time, and collaborative group work. Online teaching tools are used to facilitate faculty-student interaction as well as student–student collaborations [ 8 ]. The ease of use, the satisfaction level, the usefulness, and the confidence level of the instructor is crucial [ 9 ] in motivating the instructor to use online teaching tools. Higher education institutes recognize the need to accommodate wide diverse learners and Hilliard [ 10 ] points out that technical support and awareness to both faculty and student is essential in the age of blended learning. Data analytics tool coupled with the LMS is essential to enhance [ 11 ] the quality of teaching and improve the course design. The effective usage of online tools is depicted in Fig.  1 comprising of an instructor to student delivery, collaboration among students, training for the tools, and data analytics for constant improvement of course and assessment methods.

The various components of effective usage of online tools

Online Teaching Tools

A plethora of online teaching tools are available and this poses a challenge for decision-makers to choose the tools that best suits the needs of the course. The need for the tools, the cost, usability, and features determine which tools are adopted by various learners and institutions. Many universities have offered online classes for students. These are taken up by students opting for part-time courses. This offers them flexibility in timing and eliminates the need for travel to campus. The pandemic situation in 2019 has forced many if not all institutions to completely shift classes online. LMS tools are packaged as Software as a Service (SaaS) and the pricing generally falls into 4 categories: (i) per learner, per month (ii) per learner, per use (iii) per course (iv) licensing fee for on-premise installation [ 12 ].

Online Learning Tools

Online teaching/learning as part of the ongoing semester is typically part of a classroom management tool. GSuite for education [ 13 ] and Microsoft Teams [ 14 ] are both widely adopted by schools and colleges during the COVID-19 pandemic to effectively shift regular classes online. Other popular learning management systems that have been adopted as part of blended learning are Edmodo [ 15 ], Blackboard [ 16 ], and MoodleCloud [ 17 ]. Davis et al. [ 18 ] point out advantages and obstacles for both students and instructors about online teaching shown in Table 1 .

The effectiveness of course delivery depends on using the appropriate tools in the course design. This involves engaging the learners and modifying the course design to cater to various learning styles.

A Survey on Innovative Practices in Teaching and Learning

The questionnaire aims to identify the effectiveness of various online tools and technologies, the preferred learning methods of students, and other factors that might influence the teaching–learning process. The parameters were based on different types of learners, advantages, and obstacles to online learning [ 10 , 18 ]. Questions 1–4 are used to comprehend the learning style of the student. Questions 5–7 are posed to find out the effectiveness of the medium used for teaching and evaluation. Questions 8–12 are framed to identify the various barriers to online learning faced by students.

This methodology is adopted as most of the students are attending online courses from home and polls of this kind will go well with the students from various universities. Students participated in the survey and answered most of the questionnaire enthusiastically. The only challenge was a suitable environment and free time for them to answer the questionnaire, as they are already loaded with lots of online work. Students from various universities pursuing professional courses like engineering and medicine took part in this survey. They are from various branches of sciences and technologies. Students are from private universities, colleges, and government institutions. Figure  2 shows the institution-wise respondents. Microsoft Teams and Google meet platforms were used for this survey among university, medical college, and engineering college students. About 450 students responded to this survey. 52% of the respondents are from VIT University Vellore, Tamil Nadu, 23% of the respondents are from CMR Institute of Technology (CMRIT), Bangalore, 15% of the respondents are from medical colleges and 10% are from other engineering colleges. During this pandemic period, VIT students are staying with parents who are living in different states of India like Andhra, Telangana, Kerala, Karnataka, MP, Haryana, Punjab, Maharashtra, Andaman, and so on. Only a few students are living in Tamil Nadu. Some of the students are staying with parents in other countries like Dubai, Oman, South Africa, and so on. Some of the students of CMRIT Bangalore are living in Bangalore and others in towns and villages of Karnataka state. Students of medical colleges are living in different parts of Tamil Nadu and students of engineering colleges are living in different parts of Andhra Pradesh. Hence, the survey is done in a wider geographical region.

Institution-wise respondents

Figure  3 shows the branch-wise respondents. It is shown that 158 students belong to mechanical/civil engineering. 108 respondents belong to computer science and engineering, 68 students belong to medicine, 58 students belong to electrical & electronics engineering, and electronics & communication engineering. 58 students belong to other disciplines.

Branch-wise respondents

Questionnaire Used

Students were assured of their confidentiality and were promised that their names would not appear in the document. A list of the questions asked as part of the survey is given below.

Questionnaire:

Sample group: B Tech students from different branches of sciences across various engineering institutions and MBBS medical students.

Which of the methods engage you personally to learn digitally ?

Individual assignment

Small group (No. 5 students) work

Large group (No. 10 students and more) work

Project-based learning

Which of the digital collaborations enables you to work on a specific task at ease

Two by two (2 member team)

Small group workgroup (No. 5 students) work

Which of the digital approaches motivate you to learn

Whiteboard and pen

PowerPoint presentation

Digital pen and slate

My experience with online learning from home digitally

I am learning at my own pace comfortably

My situational challenges are not suitable

I can learn better with uninterrupted network connectivity

I am distracted with various activities at home, viz. TV, chatting, etc.

Which type of recorded video lecture is more effective for learning ?

delivered by my faculty

delivered by NPTEL

delivered by reputed Overseas Universities

delivered by unknown experts

Which type of quiz is more effective for testing the understanding?

Traditional—pen and paper—MCQ

Traditional—pen and paper—short answers

Online quiz—MCQ

Online quiz—short answers

Student version software downloaded from the internet is useful for learning

Unable to decide

Online teaching – learning takes place effectively because:

Every student can hear the lecture clearly

PPTs are available right in front of every student

Students can ask doubts without much reservation

Students need not walk long distances before reaching the class

Which of the following statements is true of online learning off-campus ?

No one disturbs me during my online learning.

My friend/family member/roommate/neighbor occasionally disturb me

My friend/family member/roommate/neighbor constantly disturb me

At home/place of residence, how many responsibilities do you have?

I don’t have many responsibilities.

I have a moderate amount of responsibilities, but I have sufficient time for online learning.

I have many responsibilities; I don’t have any time left for online learning.

What is your most preferred method for clearing doubts in online learning?

Ask the professor during/after an online lecture

Post the query in a discussion forum of your class and get help from your peers

Go through online material providing an additional explanation.

Which of the following devices do you use for your online learning?

A laptop/desktop computer

A smartphone

Other devices

Outcome of the survey

Students would prefer to work in a group of 5 students to engage personally in digital learning as seen from Fig.  4 .

Personal engagement in digital learning

Digital collaboration to enable students to work at ease on a specific task is to allow them to work in small groups of 5 students as seen in Fig.  5 .

Digital collaboration to enable students to work at ease

Animations are found to be the best digital approach motivating many students to learn as seen in Fig.  6 .

Digital approaches that motivate students to learn

The online learning experience of students is shown in Fig.  7 . The majority of students have said that they can learn at their own pace comfortably through online learning.

The online learning experience of students

The effectiveness of the recorded video lecture is shown in Fig.  8 . The majority of students agree that the video lectures delivered by his/her faculty teaching the subject help students to learn effectively.

More effective recorded video lecture

Online quiz having multiple-choice questions (MCQ) is preferred by most of the students for testing their understanding of the subject as seen in Fig.  9 .

More effective quiz for testing the understanding

The usefulness of the student version of the software downloaded from the internet is shown in Fig.  10 . 45.7% of the students agree that it is useful for learning whereas 45.2% of them are unable to decide. The rest of the students feel that the student version of the software is not useful.

The usefulness of the student version of the software

The reasons for the effectiveness of online teaching–learning are shown in Fig.  11 . The majority of the students, feel that the PPTs are available right in front of every student so that following the lecture makes the learning effective. In universities where a fully flexible credit system (FFCS) is followed, students need to walk long distances for reaching their classrooms. Day Scholars in universities as well as engineering colleges are required to travel a considerable distance before reaching the first-hour class. According to many students, online learning is more effective since walking/traveling is completed eliminated. If the voice of the faculty member is feeble, students sitting in the last few rows of the class would not hear the lecture completely. Some students feel that online learning is more effective since the lecture is reaching every student irrespective of the number of students in a virtual classroom.

Reasons for the effectiveness of online teaching–learning

50.3% of students agree that they do not have any disturbance during online learning and it is more effective. Many of them feel that occasionally their friends or relatives disturb students during their online learning as shown in Fig.  12 .

Disturbances during online learning

Figure  13 shows the environment at home for online learning. 76.9% of the respondents stated that they have a moderate amount of responsibilities at home but they have sufficient time for online learning. 16.1% of them have said that they do not have many responsibilities whereas 7% of them claimed that they have many responsibilities at home and they do not have any time left for online learning.

The environment at home for online learning

Figure  14 shows the methods adopted for clearing doubts in online learning. 43.2% of the respondents ask the Professor and get their doubts clarified during online lectures. 25.5% of them post queries in the discussion forum and help from peers. 31.3% of them go through the online materials providing additional explanation and get their doubts clarified.

Methods adopted for clearing doubts in online learning

Figure  15 shows the devices used by students for online learning. Most of the students use laptop/desktop computers, many of them use smartphones and very few students use tablets.

Devices used for online learning

The association between responses 1 and 2 is tested using the chi-square test. The results are presented in Table 2 which shows the observed cell totals, expected cell values, and chi-square statistic for each cell. It is seen that association exists between several responses between questions.

The observed cell values indicate that the highest association is found between responses 1b and 2b since both these responses are related to a small working group having 5 members. The lowest association is found between the responses of 1c and 2a having the lowest observed cell value and expected cell value. The reason for this is response 1c shows the work done by a 10 member team and the response 2a shows a two-member team. The chi-square statistic is 65.6025. The p value is < 0.00001. The result is significant at p  < 0.05.

The outcome of a survey on the effectiveness of innovations in online teaching–learning methods for university and college students is presented. About 450 students belonging to VIT Vellore, CMRIT Bangalore, Medical College, Pudukkottai, and engineering colleges have responded to the survey. A questionnaire designed for taking is survey is presented. The chi-square statistic is 65.6025. The p value is < 0.00001. The result is significant at p  < 0.05. Associations between several responses of questions exist. The survey undertaken provides an estimate of the effectiveness and pitfalls of online teaching during the online teaching that has been taking place during the pandemic. The study done paves the way for educators to understand the effectiveness of online teaching. It is important to redesign the course delivery in an online mode to make students engaged and the outcome of the survey supports these aforementioned observations.

The outcome of the survey is given below:

A small group of 5 students would help students to have digital collaboration and engage personally in digital learning.

Animations are found to be the best digital approach for effective learning.

Online learning helps students to learn at their own pace comfortably.

Students prefer to learn from video lectures delivered by his/her faculty handling the subject.

Online quiz having multiple-choice questions (MCQ) preferred by students.

Student version software is useful for learning.

Online classes are more effective because they provide PPTs in front of every student, lectures are heard by all students at the sound level of their choice, and walking/travel to reach classes is eliminated.

Students do not have any disturbances or distractions which make learning more effective.

But for a few students, most of the students have no or limited responsibilities at home which provides a good ambiance and a nice environment for effective online learning.

Students can get their doubts clarified during lectures, by posting queries in discussion forums and by referring to online materials provided by the faculty.

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Darius, P.S.H., Gundabattini, E. & Solomon, D.G. A Survey on the Effectiveness of Online Teaching–Learning Methods for University and College Students. J. Inst. Eng. India Ser. B 102 , 1325–1334 (2021). https://doi.org/10.1007/s40031-021-00581-x

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Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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59 Comments

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Sat / act prep online guides and tips, 113 great research paper topics.

General Education

One of the hardest parts of writing a research paper can be just finding a good topic to write about. Fortunately we've done the hard work for you and have compiled a list of 113 interesting research paper topics. They've been organized into ten categories and cover a wide range of subjects so you can easily find the best topic for you.

In addition to the list of good research topics, we've included advice on what makes a good research paper topic and how you can use your topic to start writing a great paper.

What Makes a Good Research Paper Topic?

Not all research paper topics are created equal, and you want to make sure you choose a great topic before you start writing. Below are the three most important factors to consider to make sure you choose the best research paper topics.

#1: It's Something You're Interested In

A paper is always easier to write if you're interested in the topic, and you'll be more motivated to do in-depth research and write a paper that really covers the entire subject. Even if a certain research paper topic is getting a lot of buzz right now or other people seem interested in writing about it, don't feel tempted to make it your topic unless you genuinely have some sort of interest in it as well.

#2: There's Enough Information to Write a Paper

Even if you come up with the absolute best research paper topic and you're so excited to write about it, you won't be able to produce a good paper if there isn't enough research about the topic. This can happen for very specific or specialized topics, as well as topics that are too new to have enough research done on them at the moment. Easy research paper topics will always be topics with enough information to write a full-length paper.

Trying to write a research paper on a topic that doesn't have much research on it is incredibly hard, so before you decide on a topic, do a bit of preliminary searching and make sure you'll have all the information you need to write your paper.

#3: It Fits Your Teacher's Guidelines

Don't get so carried away looking at lists of research paper topics that you forget any requirements or restrictions your teacher may have put on research topic ideas. If you're writing a research paper on a health-related topic, deciding to write about the impact of rap on the music scene probably won't be allowed, but there may be some sort of leeway. For example, if you're really interested in current events but your teacher wants you to write a research paper on a history topic, you may be able to choose a topic that fits both categories, like exploring the relationship between the US and North Korea. No matter what, always get your research paper topic approved by your teacher first before you begin writing.

113 Good Research Paper Topics

Below are 113 good research topics to help you get you started on your paper. We've organized them into ten categories to make it easier to find the type of research paper topics you're looking for.

Arts/Culture

• Discuss the main differences in art from the Italian Renaissance and the Northern Renaissance .
• Analyze the impact a famous artist had on the world.
• How is sexism portrayed in different types of media (music, film, video games, etc.)? Has the amount/type of sexism changed over the years?
• How has the music of slaves brought over from Africa shaped modern American music?
• How has rap music evolved in the past decade?
• How has the portrayal of minorities in the media changed?

Current Events

• What have been the impacts of China's one child policy?
• How have the goals of feminists changed over the decades?
• How has the Trump presidency changed international relations?
• Analyze the history of the relationship between the United States and North Korea.
• What factors contributed to the current decline in the rate of unemployment?
• What have been the impacts of states which have increased their minimum wage?
• How do US immigration laws compare to immigration laws of other countries?
• How have the US's immigration laws changed in the past few years/decades?
• How has the Black Lives Matter movement affected discussions and view about racism in the US?
• What impact has the Affordable Care Act had on healthcare in the US?
• What factors contributed to the UK deciding to leave the EU (Brexit)?
• What factors contributed to China becoming an economic power?
• Discuss the history of Bitcoin or other cryptocurrencies  (some of which tokenize the S&P 500 Index on the blockchain) .
• Do students in schools that eliminate grades do better in college and their careers?
• Do students from wealthier backgrounds score higher on standardized tests?
• Do students who receive free meals at school get higher grades compared to when they weren't receiving a free meal?
• Do students who attend charter schools score higher on standardized tests than students in public schools?
• Do students learn better in same-sex classrooms?
• How does giving each student access to an iPad or laptop affect their studies?
• What are the benefits and drawbacks of the Montessori Method ?
• Do children who attend preschool do better in school later on?
• What was the impact of the No Child Left Behind act?
• How does the US education system compare to education systems in other countries?
• What impact does mandatory physical education classes have on students' health?
• Which methods are most effective at reducing bullying in schools?
• Do homeschoolers who attend college do as well as students who attended traditional schools?
• Does offering tenure increase or decrease quality of teaching?
• How does college debt affect future life choices of students?
• Should graduate students be able to form unions?

• What are different ways to lower gun-related deaths in the US?
• How and why have divorce rates changed over time?
• Is affirmative action still necessary in education and/or the workplace?
• Should physician-assisted suicide be legal?
• How has stem cell research impacted the medical field?
• How can human trafficking be reduced in the United States/world?
• Should people be able to donate organs in exchange for money?
• Which types of juvenile punishment have proven most effective at preventing future crimes?
• Has the increase in US airport security made passengers safer?
• Analyze the immigration policies of certain countries and how they are similar and different from one another.
• Several states have legalized recreational marijuana. What positive and negative impacts have they experienced as a result?
• Do tariffs increase the number of domestic jobs?
• Which prison reforms have proven most effective?
• Should governments be able to censor certain information on the internet?
• Which methods/programs have been most effective at reducing teen pregnancy?
• What are the benefits and drawbacks of the Keto diet?
• How effective are different exercise regimes for losing weight and maintaining weight loss?
• How do the healthcare plans of various countries differ from each other?
• What are the most effective ways to treat depression ?
• What are the pros and cons of genetically modified foods?
• Which methods are most effective for improving memory?
• What can be done to lower healthcare costs in the US?
• What factors contributed to the current opioid crisis?
• Analyze the history and impact of the HIV/AIDS epidemic .
• Are low-carbohydrate or low-fat diets more effective for weight loss?
• How much exercise should the average adult be getting each week?
• Which methods are most effective to get parents to vaccinate their children?
• What are the pros and cons of clean needle programs?
• How does stress affect the body?
• Discuss the history of the conflict between Israel and the Palestinians.
• What were the causes and effects of the Salem Witch Trials?
• Who was responsible for the Iran-Contra situation?
• How has New Orleans and the government's response to natural disasters changed since Hurricane Katrina?
• What events led to the fall of the Roman Empire?
• What were the impacts of British rule in India ?
• Was the atomic bombing of Hiroshima and Nagasaki necessary?
• What were the successes and failures of the women's suffrage movement in the United States?
• What were the causes of the Civil War?
• How did Abraham Lincoln's assassination impact the country and reconstruction after the Civil War?
• Which factors contributed to the colonies winning the American Revolution?
• What caused Hitler's rise to power?
• Discuss how a specific invention impacted history.
• What led to Cleopatra's fall as ruler of Egypt?
• How has Japan changed and evolved over the centuries?
• What were the causes of the Rwandan genocide ?

• Why did Martin Luther decide to split with the Catholic Church?
• Analyze the history and impact of a well-known cult (Jonestown, Manson family, etc.)
• How did the sexual abuse scandal impact how people view the Catholic Church?
• How has the Catholic church's power changed over the past decades/centuries?
• What are the causes behind the rise in atheism/ agnosticism in the United States?
• What were the influences in Siddhartha's life resulted in him becoming the Buddha?
• How has media portrayal of Islam/Muslims changed since September 11th?

Science/Environment

• How has the earth's climate changed in the past few decades?
• How has the use and elimination of DDT affected bird populations in the US?
• Analyze how the number and severity of natural disasters have increased in the past few decades.
• Analyze deforestation rates in a certain area or globally over a period of time.
• How have past oil spills changed regulations and cleanup methods?
• How has the Flint water crisis changed water regulation safety?
• What are the pros and cons of fracking?
• What impact has the Paris Climate Agreement had so far?
• What have NASA's biggest successes and failures been?
• How can we improve access to clean water around the world?
• Does ecotourism actually have a positive impact on the environment?
• Should the US rely on nuclear energy more?
• What can be done to save amphibian species currently at risk of extinction?
• What impact has climate change had on coral reefs?
• How are black holes created?
• Are teens who spend more time on social media more likely to suffer anxiety and/or depression?
• How will the loss of net neutrality affect internet users?
• Analyze the history and progress of self-driving vehicles.
• How has the use of drones changed surveillance and warfare methods?
• Has social media made people more or less connected?
• What progress has currently been made with artificial intelligence ?
• Do smartphones increase or decrease workplace productivity?
• What are the most effective ways to use technology in the classroom?
• How is Google search affecting our intelligence?
• When is the best age for a child to begin owning a smartphone?
• Has frequent texting reduced teen literacy rates?

How to Write a Great Research Paper

Even great research paper topics won't give you a great research paper if you don't hone your topic before and during the writing process. Follow these three tips to turn good research paper topics into great papers.

#1: Figure Out Your Thesis Early

Before you start writing a single word of your paper, you first need to know what your thesis will be. Your thesis is a statement that explains what you intend to prove/show in your paper. Every sentence in your research paper will relate back to your thesis, so you don't want to start writing without it!

As some examples, if you're writing a research paper on if students learn better in same-sex classrooms, your thesis might be "Research has shown that elementary-age students in same-sex classrooms score higher on standardized tests and report feeling more comfortable in the classroom."

If you're writing a paper on the causes of the Civil War, your thesis might be "While the dispute between the North and South over slavery is the most well-known cause of the Civil War, other key causes include differences in the economies of the North and South, states' rights, and territorial expansion."

#2: Back Every Statement Up With Research

Remember, this is a research paper you're writing, so you'll need to use lots of research to make your points. Every statement you give must be backed up with research, properly cited the way your teacher requested. You're allowed to include opinions of your own, but they must also be supported by the research you give.

#3: Do Your Research Before You Begin Writing

You don't want to start writing your research paper and then learn that there isn't enough research to back up the points you're making, or, even worse, that the research contradicts the points you're trying to make!

Get most of your research on your good research topics done before you begin writing. Then use the research you've collected to create a rough outline of what your paper will cover and the key points you're going to make. This will help keep your paper clear and organized, and it'll ensure you have enough research to produce a strong paper.

What's Next?

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Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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203 Online Education Research Topics & Essay Examples

📝 online education research papers examples, 🎓 simple research topics about online education, 👍 good online education essay topics to write about, ⭐ interesting topics to write about online education, ✅ easy online education topics for an essay, 🏆 best online education essay titles, ❓ online education research questions.

• Online Courses Versus Traditional Courses Today, there are more online courses as opposed to traditional courses because of the growing number of people and the convenience that comes with online courses.
• Online Education in the USA Online education is one of the modern elements used in learning all over the world, especially in the United States of America.
• Online Education and Classroom Learning Comparison This presentation targets to show that classroom education is a better option for effective learning as opposed to online education. The demand for online education has risen rapidly.
• Electronic Education: Advantages and Disadvantages This research paper delves into the causes and effects of electronic education. It seeks to explore a problem-solving ethical strategy.
• Online and Blended Learning Benefits Blended learning is an appropriate approach for language learning, as it supports the activities that promote student engagement.
• Online and Face-to-Face Graduate Program The mixture of online and face-to-face education elements will provide the students with a wide scope of advantages that cannot be gained when the online approach predominates.
• Efficient Interaction in Distance Learning Classroom Recent trends indicate that learners and instructors have regarded distance-learning classrooms as efficient methods of learning, where technology supports active learning.
• E-Learning for College Students and Employees Even through e-learning involves the use of electronic materials, it has several advantages over the traditional face-to-face form.
• Strong Distance Learning Systems and Their Elements The distance learning system is also termed a distributed learning system as it involves the decentralization of resources at a number of places.
• Interaction in Online Learning Environment Interaction is crucial to address in the online learning environment and it is accompanied by the aspect of the provision of constructive and responsive feedback.
• Online Assessment Systems in Education In the field of education, technology has allowed educational institutions to expand their reach primarily by allowing schools to launch online courses and conduct online classes.
• College Teaching: Effectiveness of E-Learning The effectiveness of distance learning has been an important topic of debate between educators. It is important to evaluate the effectiveness and suitability of E-Learning.
• Online Education and Courses It Offers Working people are better placed with online education. This article explains why online education is ideal for you.
• Distance Learning Replacing Traditional Classes Amidst the COVID-19 pandemic there have been many discussions surrounding the future of online education replacing the traditional form of education.
• Lack of Student Engagement Within Online Learning Lack of student engagement is declining within online learning, and there are multiple factors contributing to the development of this tendency.
• Introduction Into E-learning Making the process of knowledge acquisition or modification less resource-consuming but more outcome-driven is among the global priorities of the educational system.
• Distance Learning Overview While remote learning has become more popular due to developing technology and the necessity to keep the distance, it is still a work in progress.
• Type of Education Is Better: Online or Classroom-Based The articles included in the annotated bibliography provide a thorough study of which type of education is better, online or classroom-based learning.
• Distance Learning Replacing Traditional Classes The article presents the author's reasoning on the topic of whether online learning can replace traditional education.
• Online Learning vs. Face-To-Face Learning The global education system has been characterized by face-to-face learning. It is better than online learning because it offers opportunities for building relationships.
• Online Learning Impact on Students From Low-Income Backgrounds Students from low-income backgrounds are affected negatively by distance learning. This form of education presents various challenges to this group of learners.
• Should Distance Learning Replace Traditional Education Distance learning provides safety, flexibility, and the customization of the learning experience, it should not replace traditional education that ensures effective communication.
• Effectiveness of Online and Traditional Education Forms Education is an ever-evolving field that often endures transformations to provide students with a better learning experience.
• E-Learning: Strengths and Weaknesses for Students The paper offers a brief comparison of the advantages and disadvantages of switching to online learning, an analysis of the development of students' abilities in this format.
• E-Learning Based on Gamification for Autism The present paper aims at analyzing the current approaches to gamification in e-learning with a special focus on autism spectrum disorder students.
• Online and On-Ground Education This paper aims to compare and contrast online and on-ground education and indicate which of the two is more appropriate in the modern world.
• Distant Education or Traditional Education Essay aims to analyze and study both types of education to compare and highlight key features. The traditional method of teaching consists in full-time attendance at institution.
• Distance Learning in Saudi Arabia The benefits of distance learning have been known to the world as long as technological advancements made such learning possible.
• Academic Honesty in Virtual Environment The current situation in the world has forced many students and teachers to move the learning process to a virtual environment.
• Online and On-Campus Learning Difference This essay aims to compare online and on-campus courses and present advantages as well as disadvantages for each of the learning methods.
• Remote Classes Due to COVID-19: How This Affects International Students in the United States The recorded COVID-19 incident has compelled institutions of higher learning in the United States to offer remote classes to their students.
• Challenges of Online Learning First-generation families are significantly challenged by online learning because of the language barrier, lack of resources, and lack of support.
• Advantages and Disadvantages of Online Courses Companies, educational institutions, tutors choose the introduction of e-education worldwide, online classes are more suited to teaching their employees and students.
• Online Education is Better than Traditional Education This essay will focus on the advantages of distance learning, as well as possible rebuttal counterarguments regarding this education method.
• E-Learning and IVC in the Universities of Saudi Arabia This proposal explores distance learning techniques, opportunities and difficulties encountered by students in applying distance learning systems.
• Online Learning Environment in Three Arab Countries This research examines four universities in three Arab countries using a Likert scale from 2007-2009 to assess their perception towards applying online learning environments.
• Aspects of Online Education In online education, students learn when they are in remote areas at their own convenient time, so long as they can access a reliable connection to the Internet.
• The Concept of Multiple Intelligences The concept of multiple intelligences is very important in education because it conceptualizes intelligence as a complex of many factors.
• Massive Open Online Courses' Effects on Higher Learning The advent of Massive Open Online Courses (MOOCs) has drawn mixed reactions from various education stakeholders.
• Online Scholarly Discussions: Online Learning The principles of a scholarly discussion in an online environment underscore the rules of etiquette that should be observed for productive sessions.
• Online Learning Student’s Experiences Article by Ellis The article is aiming at using qualitative data to measure different perceptions and experiences of students using e-learning systems.
• Online Course Nursing 534 Overview Being an online course, Nursing 534 can be enhanced with the use of the activities, tools, and strategies that have been suggested in this paper.
• MyLabsPlus: The Online Teaching and Learning Program MyLabsPlus is a lively online teaching and learning program that has been created to help different people across the world.
• Why Online Education is the Best Option Education is an essential aspect of human life because it prepares individuals to live in a highly competitive environment.
• Online Education Vs. Education in Traditional Classroom In recent years, there have been radical changes in terms of technology and innovation in every industry, and the education sector has not been an exception.
• Studying at School vs. Studying Online Schoolchildren in many countries have been transferred to studying at home, and communication with classmates and teachers takes place online.
• EdX: Online Learning Platform With online learning, the “product categories” are the courses that are divided by the subjects, for instance, arts, humanities, and others.
• Lack of Student Engagement Within Online Learning The effectiveness of online learning primarily depends on the level of student engagement, and a lack thereof is detrimental to the overall process.
• Online and Face-To-Face Classes Comparative Analysis Online classes seem to be more convenient than the face to face classes. This is because online classes have more advantages than face-to-face classes.
• Leading in a Distance Education Environment The traditional educational system curriculum differs from the distance education program. Many typical activities such as lecturing do not suit the online learning systems.
• In-Person Learning and Online Education Online learning and traditional in-person learning differ greatly and the former has shown to often be more convenient, flexible, and less costly.
• Benefits of Online Learning to Students Although online education is a relatively recent development, it facilitates learning among students more effectively than the conventional face-to-face classroom.
• Learning in an Online Environment Comprehending students' attitudes, facilitators' experiences, and the latest trends in institutions determine positive progress for online learning.
• Online Education in Canada Before Covid-19 Pandemic Online education was already an established concept in many nations, including Canada, before 2020 and the advent of COVID-19.
• Issues of Remote Education Remote education can have significant disadvantages, especially considering its increased prominence in the contemporary world.
• Online Classes Vs. Traditional Classes: The Comparison of Benefits and Challenges For Students The paper compares online classes and traditional classes in the postsecondary education setting with the emphasis put on the benefits and challenges experienced by the students.
• The Online Education Effectiveness The emergence of online education is a development that can revolutionize the field. Its benefit lies in the controversy between conventional and modern levels of interaction.
• Traditional and Online Learning Methods at University Level The paper argues the separate use of both traditional and online learning methods is equally effective at the university level.
• Traditional and Online Styles of Education This essay will examine the similarities and differences between traditional and online styles of education in the context of college.
• Issue of Online Education Online education is an important issue concerning people all over the world and requires finding new ideas for increasing its quality and providing access for all populations.
• Ways of Improving Online Learning This paper gives propositions to solve the problem for elementary school – the introduction of new creative approaches to teaching that will increase children's interest in learning.
• Tracking E-Learning through Published Papers E-learning is an interesting and natural development of learning and teaching. The use of technology creates more opportunities and approaches to learning.
• Distance Education in Virtual High School Electronic, virtual, or distance education is a good alternative for students to learn topics that do not require discussion in real-time.
• Comparing the Effectiveness of Online Learning Verses Face-to-Face Learning for University Students A majority of the research that has already been done has leaned heavily towards the strengths that online learning offers compared to eLearning.
• Is Online Learning As Good as Face-to-Face Learning? The question of whether online education is as good as face-to-face learning depends on the individuals’ needs, the field of education, and personal levels of motivation.
• How to Become a Successful Online Learner Online students should have this intrinsic motivation to become smarter, expand their horizons, and rise in their personal development.
• Online Education as Effective Approach to Learning Online education is a significant approach to learning as there are more opportunities to manage time properly and pay more attention to additional knowledge.
• Traditional and Online Learning Strategies Traditional and online learning strategies are based on different principles, which is why there are a variety of differences between these educational approaches.
• Literature Review on Online Learning Challenges From COVID-19 Challenges, which workers in the field of education faced in emergency online teaching during the pandemic, can be transformed into opportunities to be used in online learning.
• “Perceived Stress Among Students in Virtual Classrooms...” by AlAteeq The researchers examined perceived stress levels among students during the COVID-19 outbreak and the closure of learning institutions in KSA.
• Online Learning as a New Trend in Education Online learning became a trend corresponding to the demands of the contemporary world where time and other resources are limited.
• Virtual School Versus Brick-and-Mortar School Virtual schools engage students in active learning and online communication. Brick-and-mortar schools are known for their face-to-face setting and practical approach to study.
• Online and Classroom Learning: A Comparative Essay With the COVID-19 pandemic affecting most areas of life worldwide, the toll on the education system as we know it was inevitable.
• Distance Learning Can Substitute Face-to-Face Traditional Educational System in Wyoming Distance learning can replace the face-to-face traditional education K-12 system in Wyoming, and there are many benefits to this approach.
• Aspects of Transition to Online Courses The paper states that the outbreak of the pandemic has forced people to lockdown and study online. It has been challenging to adjust to the new conditions of learning.
• Discussion of Online Education The changes to the sphere of education brought by the modern problems required the establishment to take immediate measures that the organizations did not thoroughly study yet.
• The Impact of Virtual Learnings (VLEs) on Student Learning The topic of choice is the impact of the virtual learning environment (VLEs) on student learning. The current global COVID-19 pandemic contributed to the selection of this topic.
• Distance Learning for Students with High Behavioral Needs Tomaino et al.'s study on "assessing the feasibility and effectiveness of distance learning for students with DDBN” is framed around the theme of online learning.
• Classroom Walkthrough Instrument in Virtual School Classroom walkthroughs are a tool for observing teachers in the learning environment. They are usually carried out by teachers or other educational experts.
• Traditional and Virtual Learning During Quarantine The shift towards virtual learning was slowly happening, but the quarantine made the process abrupt and mandatory, exposing numerous disadvantages.
• Wattenbarger Community College's Distance Learning System It is important to build an effective distance learning process, that will meet the educational standards of Wattenbarger Community College.
• Is Online Learning as Good as Face-to-Face Learning? Educational institutions provide access not only to traditional classroom methods of teaching but also to online studying. Analysis of online learning and face-to-face learning.
• Online Learning vs. Face-to-Face Learning This study assesses the differences in online and face-to-face learning perception among students with various characteristics and belonging to different groups.
• Online Learning vs. Face-to-Face Learning Principles Online learning does not equal face-to-face studying because it may lack such components as cooperation, development of motivation, success in academic performance, etc.
• Online Education After COVID-19 The pandemic of COVID-19 has significantly influenced the educational sphere in many countries as most schools and universities had to switch to an online format.
• “Online Learning: A Panacea in the Time of COVID-19 Crisis”: Article Critique The work “Online Learning” reveals the importance of obtaining education through the Internet – a widely discussed topic due to the situation caused by the COVID-19 pandemic.
• Online vs. Face-to-Face Classes The online format is suitable in almost all but a few aspects. First, the child needs socialization. Second, the student needs the opportunity to have authentic experiences.
• Classroom vs. Online Education: The Conundrum of Computerized Learning The essay explores the advantages of online learning and tries to reinforce the idea that computerized teaching could replace its offline alternatives.
• Online and Traditional Classes: Comparative Analysis Online classes are more effective than traditional classes because of lower costs, students learning at their own pace, gaining technical skills, and flexibility.
• Face-to-Face and Online Teaching Comparison This annotated bibliography aims to discuss four articles devoted to the topic of the comparison of face-to-face and online teaching.
• Creating Interaction in Online Learning by Downing et al. The article “Creating interaction in online learning: a case study” by K. J. Downing et al. reviews research on remote interaction between students and teachers.
• Online Studying vs. Traditional Face-to-Face Learning Although online studying and face-to-face learning have a similar principle – obtaining new information, traditional face-to-face studying is better.
• Online Education in an International University There are many benefits to online education, but the challenges of studying online are notable in their own rights.
• Causes of Significant Fall in Online Learning This essay paper will look at four significant causes of decline in students participating or even dropping online courses or classes.
• Remote Learning: Negative Impacts of Remote Learning Most educational institutions had to cope with the changes by introducing a remote learning system that would allow students to attend classes.
• Issue of Imposing Lower Prices for Remote Instruction It is not reasonable to advocate for imposing lower prices for remote instruction. It should be maintained at the same prices as online learning.
• Online and Traditional Education: Comparative Analysis Despite all the modern advantages that online education may have, traditional teaching is more effective, disciplined, and valuable.
• Determining the Risk to Benefit Ratio and Online Studies Classes The goal of determining the risk to benefit ratio is in defining the harm that the research subjects may be subjected to in comparison to the benefits and online studies challenge.
• Online Classes as a Better Method of Learning Online classes help students with different learning styles; they contribute to pupils’ success in school, letting them study at their own pace.
• The Effectiveness of Online and Face-to-Face Learning Despite e-learning’s extensively proclaimed advantages, it is not as effective as traditional offline instruction, which finds support in experts’ opinions.
• Distance Learning During Covid-19 The study redefines the idea of distance learning and explores higher education distance learning supply in Canada, the US, and France using COVID-19 secondary data.
• Researching of Benefits of Online Learning E-learning allows many people to learn new knowledge quickly because it is the most accessible. E-learning has many advantages that make it the most convenient way to learn.
• Analysis of Onsite Classes for Colleges By and whole, many advantages of distance education provide more opportunities for more satisfactory academic performance and enhanced well-being of the students.
• Online Learning: Positive and Negative Sides Online learning provides people with freedom, flexibility, and at a lesser cost. However, it does not provide physical interaction between students and teachers.
• Online Classes vs. Traditional Classes In comparison with the traditional educational process, online classes offer resource savings, customization of the educational trajectory, and technical skills.
• Online and On Campus Life in College: Comparison This essay will compare and contrast online and on-campus life in college in terms of experience and education.
• Meaningful Learning from Sustained Online Communication This paper provides a brief analysis of different approaches to assessing the effectiveness of online learning through discussion boards encouraging adults to embrace learning.
• Instructional Methods in Online and Traditional Classes There has been an emergence of blended learning within the last decade, where teachers are engaged in online and traditional classes.
• Online Operations and Program Management Strategies This paper examines emerging online operations and program management strategies that can be used by a variety of personnel seeking to increase their efficacy with online students.
• Education and Online Learning: Pros and Cons This essay outlines some of the advantages and disadvantages of online learning. There are various opportunities to work on the challenges to reap the maximum out of this approach.
• Factors of Motivation of Distance Education Teachers are motivated to participate in Distance Education due to their ability to facilitate it as well as the freedom it provides; however, increased workload discourages them.
• Online Learning Environment and Student Engagement The study's main research area is investigating the lack of student engagement in the online learning environment.
• Features of Face-to-Face Classes & Online Learning While face-to-face classes provide live communication, online education offers convenient conditions and forming of computer skills.
• Lack of Student Engagement in an Online Learning Environment The core emphasis of this project is the low engagement levels in student online learning zones which include how lack of student engagement affects online learning.
• Management of Online Education Program The paper aims to establish the beneficial effects of distance learning and provide suggestions to practice on educational websites platforms.
• Distance Learning: Advantages and Disadvantages The research paper aims to thoroughly analyze the advantages and disadvantages of distance learning compared to traditional in-person classes.
• Distance Education and Process of Accreditation This essay aims to determine the basic processes an educational institution must go through to accredit its distance programs.
• Accreditation of Distance Learning Organizations There is a wide variety of processes, requirements, requests, and conditions that organizations in New York that practice distance learning should adhere to obtain accreditation.
• Online Learning vs. In-Person Education Although both in-person and online instruction methods are similar in many ways, they vary significantly in how students interact with teachers and class accessibility.
• Online Learning After Covid-19 Pandemic With the evolution of education, it is nearly impossible to eliminate technology use. The Covid-19 pandemic led to the wide adoption of e-learning.
• Distance Learning for Equal Education The paper discusses to what extent distance learning can be utilized as a powerful tool for improving equal educational opportunity, rather than as an inferior system.
• K-12 Education Change in Educating Young People During the COVID-19 Pandemic This paper is an annotated bibliography of the articles devoted to the K-12 education change in light of the experience of educating young people during the COVID-19 pandemic.
• Classroom vs. Online Education Today, classroom education and distance learning, or online education, are the primary methods of delivering instruction to school, college, and university students.
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Three approaches to improve your online teaching

When designing online courses and teaching remotely, teachers need to select the framework that supports learning goals. Here, three academics break online learning techniques into their key parts

Antoni Badia

.css-76pyzs{margin-right:0.25rem;} ,, consuelo garcía, julio meneses, additional links.

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.css-1txxx8u{overflow:hidden;max-height:81px;text-indent:0px;} Emotions and learning: what role do emotions play in how and why students learn?

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Many university teachers need help identifying the right conceptual framework for designing online courses and teaching in virtual learning environments (VLEs). A quick online search will suggest a multitude of pedagogic approaches and supposed innovative teaching methods, but many of these are not evidence-based. 

So, here we will summarise three research-based  online teaching approaches that teachers can use to guide their work in VLEs. We explain the focus, roles of teacher and students, the online learning environment and learning resources for each approach.

The content-acquisition approach

The main aim of this approach is to provide subject content to students. It is designed to cover all the essential concepts and principles of the subject matter. The content should be accessible, clear, concise, relevant, interactive, well explained and up to date to facilitate the students’ comprehensive understanding of the subject matter.

• Make EDI in higher education a reality by building it into your course design
• The three stages of developing a framework to support students of open and distance learning
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Teacher role: The teacher is the primary source of knowledge. They are responsible for selecting and organising the course content, choosing the appropriate learning resources for students, designing the learning activities and assessing students’ learning outcomes.

Student role:  The student   is expected to acquire and learn the course content from the provided resources and complete the learning assignments. Each student’s acquired knowledge should accurately represent the course content. Most students’ learning time is devoted to self-paced learning.

Online learning environment: This should facilitate learners’ content acquisition. Thus, technology-based tools are mainly used to produce, provide access to and deliver learning resources and materials. The VLE will contain lesson plans, activities and grades and class recordings. The technology used needs to deliver live online classes, with teachers’ real-time explanations, to many students worldwide. A prototype example of the content acquisition approach can be seen in most  massive open online courses (Moocs).

Learning resources: Learning resources may be selected and designed to accurately represent the nature of the content and enhance students’ learning experience. Various kinds of resources may be used to represent and deliver the content, such as multimedia (video and audio tools), authoring tools, interactive resources (computer simulations, games, virtual labs), mobile resources and adaptive resources (intelligent tutoring systems).

The knowledge-building approach

The key feature of this approach is the knowledge-building processes through which students expand their individual understanding.

Teacher role: The teacher’s primary role is to guide, help and supervise students’ learning. The course design includes learning objectives, content, activities, scaffolding and support, and assessments. Course implementation involves supervision to ensure the correct application of learning skills and adequate task completion, correcting students’ misunderstandings, and monitoring and assessing the learning process and learning outcomes.

Student role: The student should actively engage in an individual knowledge-building process and activate high-level thinking processes. This is encouraged through enquiry-based assignments in which students must find solutions to project-based challenges or work through real-world or theoretical examples. Such assignments require a deep understanding of the content, challenging students to explore information, apply critical thinking , ask questions, design enquiries, interpret evidence, form explanations and communicate findings. Students must make connections, and apply and use their knowledge in authentic learning situations.

Online learning environment: Technology should help students to develop the best individual knowledge-building processes, learn content and complete activities. These environments integrate learning tools that support students’ learning and work on specific higher-order-thinking processes such as solving authentic problems. The  web-based inquiry science environment (WISE) provides a good example of an online learning environment of this kind.

Learning resources: Generally referred to as instructional scaffolding, resources combine content and learning guides, question prompts, model examples and conceptual, procedural, strategic and metacognitive supports to guide learning.

The collaborative learning approach

The critical feature of this approach is students’ collaboration in learning in virtual environments, usually using synchronous and written communication. 

Teacher role: The teacher aims to facilitate high-quality social participation among students in collaborative learning activities. To achieve this, the teacher should create a learning environment that promotes relationships of trust and mutual commitment and provide learning resources that guide students’ social participation and collaboration in groups and in the community. The teacher should encourage communication, solve student conflicts, control learning periods and monitor students’ learning pace. Content and activities, such as online debates and team presentations, should be designed to facilitate collaboration and learning among equals.

Student role: Students engage naturally and proactively in community participation and group work and collaborate with peers to complete learning assignments, solve problems and share knowledge and perspectives. They participate in discussion and group work, and use critical thinking and creativity .

Online learning environments: Digital tools should be used that facilitate group-work organisation, promote group communication and collaboration, support knowledge exchange, and elaborate on shared outcomes. One example of such an online environment is Moodle, particularly the chat, forum, wiki and glossary functions.

Learning resources: Participants are expected to take an active role, building on the initial selection of learning resources the teacher provides according to their learning needs. For example, a shared learning task for students may be solving a problem or tackling a learning challenge collaboratively. In that situation, the students should search for and select new information related to the specific issue or challenge of the learning assignment and share it with their peers.

Teachers may use a single teaching approach to design an online course, but it is more likely they will take features from all three and combine them to best fit the different elements of the course and its learning objectives.

Antoni Badia is director of the bachelor’s degree in primary education, and  Julio Meneses is director of learning and teaching analysis at the eLearning Innovation Center; both are at the Open University of Catalonia. Consuelo García is vice-rector for teaching and educational innovation at the Valencian International University.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter .

For more teaching and learning insight from the authors, see “ Emotions in response to teaching online: Exploring the factors influencing teachers in a fully online university ”, as published in Innovations in Education and Teaching International .  

Emotions and learning: what role do emotions play in how and why students learn?

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Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19

1 Chitkara College of Hospitality Management, Chitkara University, Chandigarh, Punjab India

Varsha Singh

Arun aggarwal.

2 Chitkara Business School, Chitkara University, Chandigarh, Punjab India

The aim of the study is to identify the factors affecting students’ satisfaction and performance regarding online classes during the pandemic period of COVID–19 and to establish the relationship between these variables. The study is quantitative in nature, and the data were collected from 544 respondents through online survey who were studying the business management (B.B.A or M.B.A) or hotel management courses in Indian universities. Structural equation modeling was used to analyze the proposed hypotheses. The results show that four independent factors used in the study viz. quality of instructor, course design, prompt feedback, and expectation of students positively impact students’ satisfaction and further student’s satisfaction positively impact students’ performance. For educational management, these four factors are essential to have a high level of satisfaction and performance for online courses. This study is being conducted during the epidemic period of COVID- 19 to check the effect of online teaching on students’ performance.

Introduction

Coronavirus is a group of viruses that is the main root of diseases like cough, cold, sneezing, fever, and some respiratory symptoms (WHO, 2019 ). Coronavirus is a contagious disease, which is spreading very fast amongst the human beings. COVID-19 is a new sprain which was originated in Wuhan, China, in December 2019. Coronavirus circulates in animals, but some of these viruses can transmit between animals and humans (Perlman & Mclntosh, 2020 ). As of March 282,020, according to the MoHFW, a total of 909 confirmed COVID-19 cases (862 Indians and 47 foreign nationals) had been reported in India (Centers for Disease Control and Prevention, 2020 ). Officially, no vaccine or medicine is evaluated to cure the spread of COVID-19 (Yu et al., 2020 ). The influence of the COVID-19 pandemic on the education system leads to schools and colleges’ widespread closures worldwide. On March 24, India declared a country-wide lockdown of schools and colleges (NDTV, 2020 ) for preventing the transmission of the coronavirus amongst the students (Bayham & Fenichel, 2020 ). School closures in response to the COVID-19 pandemic have shed light on several issues affecting access to education. COVID-19 is soaring due to which the huge number of children, adults, and youths cannot attend schools and colleges (UNESCO, 2020 ). Lah and Botelho ( 2012 ) contended that the effect of school closing on students’ performance is hazy.

Similarly, school closing may also affect students because of disruption of teacher and students’ networks, leading to poor performance. Bridge ( 2020 ) reported that schools and colleges are moving towards educational technologies for student learning to avoid a strain during the pandemic season. Hence, the present study’s objective is to develop and test a conceptual model of student’s satisfaction pertaining to online teaching during COVID-19, where both students and teachers have no other option than to use the online platform uninterrupted learning and teaching.

UNESCO recommends distance learning programs and open educational applications during school closure caused by COVID-19 so that schools and teachers use to teach their pupils and bound the interruption of education. Therefore, many institutes go for the online classes (Shehzadi et al., 2020 ).

As a versatile platform for learning and teaching processes, the E-learning framework has been increasingly used (Salloum & Shaalan, 2018 ). E-learning is defined as a new paradigm of online learning based on information technology (Moore et al., 2011 ). In contrast to traditional learning academics, educators, and other practitioners are eager to know how e-learning can produce better outcomes and academic achievements. Only by analyzing student satisfaction and their performance can the answer be sought.

Many comparative studies have been carried out to prove the point to explore whether face-to-face or traditional teaching methods are more productive or whether online or hybrid learning is better (Lockman & Schirmer, 2020 ; Pei & Wu, 2019 ; González-Gómez et al., 2016 ; González-Gómez et al., 2016 ). Results of the studies show that the students perform much better in online learning than in traditional learning. Henriksen et al. ( 2020 ) highlighted the problems faced by educators while shifting from offline to online mode of teaching. In the past, several research studies had been carried out on online learning to explore student satisfaction, acceptance of e-learning, distance learning success factors, and learning efficiency (Sher, 2009 ; Lee, 2014 ; Yen et al., 2018 ). However, scant amount of literature is available on the factors that affect the students’ satisfaction and performance in online classes during the pandemic of Covid-19 (Rajabalee & Santally, 2020 ). In the present study, the authors proposed that course design, quality of the instructor, prompt feedback, and students’ expectations are the four prominent determinants of learning outcome and satisfaction of the students during online classes (Lee, 2014 ).

The Course Design refers to curriculum knowledge, program organization, instructional goals, and course structure (Wright, 2003 ). If well planned, course design increasing the satisfaction of pupils with the system (Almaiah & Alyoussef, 2019 ). Mtebe and Raisamo ( 2014 ) proposed that effective course design will help in improving the performance through learners knowledge and skills (Khan & Yildiz, 2020 ; Mohammed et al., 2020 ). However, if the course is not designed effectively then it might lead to low usage of e-learning platforms by the teachers and students (Almaiah & Almulhem, 2018 ). On the other hand, if the course is designed effectively then it will lead to higher acceptance of e-learning system by the students and their performance also increases (Mtebe & Raisamo, 2014 ). Hence, to prepare these courses for online learning, many instructors who are teaching blended courses for the first time are likely to require a complete overhaul of their courses (Bersin, 2004 ; Ho et al., 2006 ).

The second-factor, Instructor Quality, plays an essential role in affecting the students’ satisfaction in online classes. Instructor quality refers to a professional who understands the students’ educational needs, has unique teaching skills, and understands how to meet the students’ learning needs (Luekens et al., 2004 ). Marsh ( 1987 ) developed five instruments for measuring the instructor’s quality, in which the main method was Students’ Evaluation of Educational Quality (SEEQ), which delineated the instructor’s quality. SEEQ is considered one of the methods most commonly used and embraced unanimously (Grammatikopoulos et al., 2014 ). SEEQ was a very useful method of feedback by students to measure the instructor’s quality (Marsh, 1987 ).

The third factor that improves the student’s satisfaction level is prompt feedback (Kinicki et al., 2004 ). Feedback is defined as information given by lecturers and tutors about the performance of students. Within this context, feedback is a “consequence of performance” (Hattie & Timperley, 2007 , p. 81). In education, “prompt feedback can be described as knowing what you know and what you do not related to learning” (Simsek et al., 2017 , p.334). Christensen ( 2014 ) studied linking feedback to performance and introduced the positivity ratio concept, which is a mechanism that plays an important role in finding out the performance through feedback. It has been found that prompt feedback helps in developing a strong linkage between faculty and students which ultimately leads to better learning outcomes (Simsek et al., 2017 ; Chang, 2011 ).

The fourth factor is students’ expectation . Appleton-Knapp and Krentler ( 2006 ) measured the impact of student’s expectations on their performance. They pin pointed that the student expectation is important. When the expectations of the students are achieved then it lead to the higher satisfaction level of the student (Bates & Kaye, 2014 ). These findings were backed by previous research model “Student Satisfaction Index Model” (Zhang et al., 2008 ). However, when the expectations are students is not fulfilled then it might lead to lower leaning and satisfaction with the course. Student satisfaction is defined as students’ ability to compare the desired benefit with the observed effect of a particular product or service (Budur et al., 2019 ). Students’ whose grade expectation is high will show high satisfaction instead of those facing lower grade expectations.

The scrutiny of the literature show that although different researchers have examined the factors affecting student satisfaction but none of the study has examined the effect of course design, quality of the instructor, prompt feedback, and students’ expectations on students’ satisfaction with online classes during the pandemic period of Covid-19. Therefore, this study tries to explore the factors that affect students’ satisfaction and performance regarding online classes during the pandemic period of COVID–19. As the pandemic compelled educational institutions to move online with which they were not acquainted, including teachers and learners. The students were not mentally prepared for such a shift. Therefore, this research will be examined to understand what factors affect students and how students perceived these changes which are reflected through their satisfaction level.

This paper is structured as follows: The second section provides a description of theoretical framework and the linkage among different research variables and accordingly different research hypotheses were framed. The third section deals with the research methodology of the paper as per APA guideline. The outcomes and corresponding results of the empirical analysis are then discussed. Lastly, the paper concludes with a discussion and proposes implications for future studies.

Theoretical framework

Achievement goal theory (AGT) is commonly used to understand the student’s performance, and it is proposed by four scholars Carole Ames, Carol Dweck, Martin Maehr, and John Nicholls in the late 1970s (Elliot, 2005 ). Elliott & Dweck ( 1988 , p11) define that “an achievement goal involves a program of cognitive processes that have cognitive, affective and behavioral consequence”. This theory suggests that students’ motivation and achievement-related behaviors can be easily understood by the purpose and the reasons they adopted while they are engaged in the learning activities (Dweck & Leggett, 1988 ; Ames, 1992 ; Urdan, 1997 ). Some of the studies believe that there are four approaches to achieve a goal, i.e., mastery-approach, mastery avoidance, performance approach, and performance-avoidance (Pintrich, 1999 ; Elliot & McGregor, 2001 ; Schwinger & Stiensmeier-Pelster, 2011 , Hansen & Ringdal, 2018 ; Mouratidis et al., 2018 ). The environment also affects the performance of students (Ames & Archer, 1988 ). Traditionally, classroom teaching is an effective method to achieve the goal (Ames & Archer, 1988 ; Ames, 1992 ; Clayton et al., 2010 ) however in the modern era, the internet-based teaching is also one of the effective tools to deliver lectures, and web-based applications are becoming modern classrooms (Azlan et al., 2020 ). Hence, following section discuss about the relationship between different independent variables and dependent variables (Fig. ​ (Fig.1 1 ).

Proposed Model

Hypotheses development

Quality of the instructor and satisfaction of the students.

Quality of instructor with high fanaticism on student’s learning has a positive impact on their satisfaction. Quality of instructor is one of the most critical measures for student satisfaction, leading to the education process’s outcome (Munteanu et al., 2010 ; Arambewela & Hall, 2009 ; Ramsden, 1991 ). Suppose the teacher delivers the course effectively and influence the students to do better in their studies. In that case, this process leads to student satisfaction and enhances the learning process (Ladyshewsky, 2013 ). Furthermore, understanding the need of learner by the instructor also ensures student satisfaction (Kauffman, 2015 ). Hence the hypothesis that the quality of instructor significantly affects the satisfaction of the students was included in this study.

• H1: The quality of the instructor positively affects the satisfaction of the students.

Course design and satisfaction of students

The course’s technological design is highly persuading the students’ learning and satisfaction through their course expectations (Liaw, 2008 ; Lin et al., 2008 ). Active course design indicates the students’ effective outcomes compared to the traditional design (Black & Kassaye, 2014 ). Learning style is essential for effective course design (Wooldridge, 1995 ). While creating an online course design, it is essential to keep in mind that we generate an experience for students with different learning styles. Similarly, (Jenkins, 2015 ) highlighted that the course design attributes could be developed and employed to enhance student success. Hence the hypothesis that the course design significantly affects students’ satisfaction was included in this study.

• H2: Course design positively affects the satisfaction of students.

Prompt feedback and satisfaction of students

The emphasis in this study is to understand the influence of prompt feedback on satisfaction. Feedback gives the information about the students’ effective performance (Chang, 2011 ; Grebennikov & Shah, 2013 ; Simsek et al., 2017 ). Prompt feedback enhances student learning experience (Brownlee et al., 2009 ) and boosts satisfaction (O'donovan, 2017 ). Prompt feedback is the self-evaluation tool for the students (Rogers, 1992 ) by which they can improve their performance. Eraut ( 2006 ) highlighted the impact of feedback on future practice and student learning development. Good feedback practice is beneficial for student learning and teachers to improve students’ learning experience (Yorke, 2003 ). Hence the hypothesis that prompt feedback significantly affects satisfaction was included in this study.

• H3: Prompt feedback of the students positively affects the satisfaction.

Expectations and satisfaction of students

Expectation is a crucial factor that directly influences the satisfaction of the student. Expectation Disconfirmation Theory (EDT) (Oliver, 1980 ) was utilized to determine the level of satisfaction based on their expectations (Schwarz & Zhu, 2015 ). Student’s expectation is the best way to improve their satisfaction (Brown et al., 2014 ). It is possible to recognize student expectations to progress satisfaction level (ICSB, 2015 ). Finally, the positive approach used in many online learning classes has been shown to place a high expectation on learners (Gold, 2011 ) and has led to successful outcomes. Hence the hypothesis that expectations of the student significantly affect the satisfaction was included in this study.

• H4: Expectations of the students positively affects the satisfaction.

Satisfaction and performance of the students

Zeithaml ( 1988 ) describes that satisfaction is the outcome result of the performance of any educational institute. According to Kotler and Clarke ( 1986 ), satisfaction is the desired outcome of any aim that amuses any individual’s admiration. Quality interactions between instructor and students lead to student satisfaction (Malik et al., 2010 ; Martínez-Argüelles et al., 2016 ). Teaching quality and course material enhances the student satisfaction by successful outcomes (Sanderson, 1995 ). Satisfaction relates to the student performance in terms of motivation, learning, assurance, and retention (Biner et al., 1996 ). Mensink and King ( 2020 ) described that performance is the conclusion of student-teacher efforts, and it shows the interest of students in the studies. The critical element in education is students’ academic performance (Rono, 2013 ). Therefore, it is considered as center pole, and the entire education system rotates around the student’s performance. Narad and Abdullah ( 2016 ) concluded that the students’ academic performance determines academic institutions’ success and failure.

Singh et al. ( 2016 ) asserted that the student academic performance directly influences the country’s socio-economic development. Farooq et al. ( 2011 ) highlights the students’ academic performance is the primary concern of all faculties. Additionally, the main foundation of knowledge gaining and improvement of skills is student’s academic performance. According to Narad and Abdullah ( 2016 ), regular evaluation or examinations is essential over a specific period of time in assessing students’ academic performance for better outcomes. Hence the hypothesis that satisfaction significantly affects the performance of the students was included in this study.

• H5: Students’ satisfaction positively affects the performance of the students.

Satisfaction as mediator

Sibanda et al. ( 2015 ) applied the goal theory to examine the factors persuading students’ academic performance that enlightens students’ significance connected to their satisfaction and academic achievement. According to this theory, students perform well if they know about factors that impact on their performance. Regarding the above variables, institutional factors that influence student satisfaction through performance include course design and quality of the instructor (DeBourgh, 2003 ; Lado et al., 2003 ), prompt feedback, and expectation (Fredericksen et al., 2000 ). Hence the hypothesis that quality of the instructor, course design, prompts feedback, and student expectations significantly affect the students’ performance through satisfaction was included in this study.

• H6: Quality of the instructor, course design, prompt feedback, and student’ expectations affect the students’ performance through satisfaction.
• H6a: Students’ satisfaction mediates the relationship between quality of the instructor and student’s performance.
• H6b: Students’ satisfaction mediates the relationship between course design and student’s performance.
• H6c: Students’ satisfaction mediates the relationship between prompt feedback and student’s performance.
• H6d: Students’ satisfaction mediates the relationship between student’ expectations and student’s performance.

Participants

In this cross-sectional study, the data were collected from 544 respondents who were studying the management (B.B.A or M.B.A) and hotel management courses. The purposive sampling technique was used to collect the data. Descriptive statistics shows that 48.35% of the respondents were either MBA or BBA and rests of the respondents were hotel management students. The percentages of male students were (71%) and female students were (29%). The percentage of male students is almost double in comparison to females. The ages of the students varied from 18 to 35. The dominant group was those aged from 18 to 22, and which was the under graduation student group and their ratio was (94%), and another set of students were from the post-graduation course, which was (6%) only.

The research instrument consists of two sections. The first section is related to demographical variables such as discipline, gender, age group, and education level (under-graduate or post-graduate). The second section measures the six factors viz. instructor’s quality, course design, prompt feedback, student expectations, satisfaction, and performance. These attributes were taken from previous studies (Yin & Wang, 2015 ; Bangert, 2004 ; Chickering & Gamson, 1987 ; Wilson et al., 1997 ). The “instructor quality” was measured through the scale developed by Bangert ( 2004 ). The scale consists of seven items. The “course design” and “prompt feedback” items were adapted from the research work of Bangert ( 2004 ). The “course design” scale consists of six items. The “prompt feedback” scale consists of five items. The “students’ expectation” scale consists of five items. Four items were adapted from Bangert, 2004 and one item was taken from Wilson et al. ( 1997 ). Students’ satisfaction was measure with six items taken from Bangert ( 2004 ); Wilson et al. ( 1997 ); Yin and Wang ( 2015 ). The “students’ performance” was measured through the scale developed by Wilson et al. ( 1997 ). The scale consists of six items. These variables were accessed on a five-point likert scale, ranging from 1(strongly disagree) to 5(strongly agree). Only the students from India have taken part in the survey. A total of thirty-four questions were asked in the study to check the effect of the first four variables on students’ satisfaction and performance. For full details of the questionnaire, kindly refer Appendix Tables ​ Tables6 6 .

The study used a descriptive research design. The factors “instructor quality, course design, prompt feedback and students’ expectation” were independent variables. The students’ satisfaction was mediator and students’ performance was the dependent variable in the current study.

In this cross-sectional research the respondents were selected through judgment sampling. They were informed about the objective of the study and information gathering process. They were assured about the confidentiality of the data and no incentive was given to then for participating in this study. The information utilizes for this study was gathered through an online survey. The questionnaire was built through Google forms, and then it was circulated through the mails. Students’ were also asked to write the name of their college, and fifteen colleges across India have taken part to fill the data. The data were collected in the pandemic period of COVID-19 during the total lockdown in India. This was the best time to collect the data related to the current research topic because all the colleges across India were involved in online classes. Therefore, students have enough time to understand the instrument and respondent to the questionnaire in an effective manner. A total of 615 questionnaires were circulated, out of which the students returned 574. Thirty responses were not included due to the unengaged responses. Finally, 544 questionnaires were utilized in the present investigation. Male and female students both have taken part to fill the survey, different age groups, and various courses, i.e., under graduation and post-graduation students of management and hotel management students were the part of the sample.

Exploratory factor analysis (EFA)

To analyze the data, SPSS and AMOS software were used. First, to extract the distinct factors, an exploratory factor analysis (EFA) was performed using VARIMAX rotation on a sample of 544. Results of the exploratory analysis rendered six distinct factors. Factor one was named as the quality of instructor, and some of the items were “The instructor communicated effectively”, “The instructor was enthusiastic about online teaching” and “The instructor was concerned about student learning” etc. Factor two was labeled as course design, and the items were “The course was well organized”, “The course was designed to allow assignments to be completed across different learning environments.” and “The instructor facilitated the course effectively” etc. Factor three was labeled as prompt feedback of students, and some of the items were “The instructor responded promptly to my questions about the use of Webinar”, “The instructor responded promptly to my questions about general course requirements” etc. The fourth factor was Student’s Expectations, and the items were “The instructor provided models that clearly communicated expectations for weekly group assignments”, “The instructor used good examples to explain statistical concepts” etc. The fifth factor was students’ satisfaction, and the items were “The online classes were valuable”, “Overall, I am satisfied with the quality of this course” etc. The sixth factor was performance of the student, and the items were “The online classes has sharpened my analytic skills”, “Online classes really tries to get the best out of all its students” etc. These six factors explained 67.784% of the total variance. To validate the factors extracted through EFA, the researcher performed confirmatory factor analysis (CFA) through AMOS. Finally, structural equation modeling (SEM) was used to test the hypothesized relationships.

Measurement model

The results of Table ​ Table1 1 summarize the findings of EFA and CFA. Results of the table showed that EFA renders six distinct factors, and CFA validated these factors. Table ​ Table2 2 shows that the proposed measurement model achieved good convergent validity (Aggarwal et al., 2018a , b ). Results of the confirmatory factor analysis showed that the values of standardized factor loadings were statistically significant at the 0.05 level. Further, the results of the measurement model also showed acceptable model fit indices such that CMIN = 710.709; df = 480; CMIN/df = 1.481 p  < .000; Incremental Fit Index (IFI) = 0.979; Tucker-Lewis Index (TLI) = 0.976; Goodness of Fit index (GFI) = 0.928; Adjusted Goodness of Fit Index (AGFI) = 0.916; Comparative Fit Index (CFI) = 0.978; Root Mean Square Residual (RMR) = 0.042; Root Mean Squared Error of Approximation (RMSEA) = 0.030 is satisfactory.

Factor Analysis

Author’s Compilation

Validity analysis of measurement model

Author’s compilation

AVE is the Average Variance Extracted, CR is Composite Reliability

The bold diagonal value represents the square root of AVE

The Average Variance Explained (AVE) according to the acceptable index should be higher than the value of squared correlations between the latent variables and all other variables. The discriminant validity is confirmed (Table ​ (Table2) 2 ) as the value of AVE’s square root is greater than the inter-construct correlations coefficient (Hair et al., 2006 ). Additionally, the discriminant validity existed when there was a low correlation between each variable measurement indicator with all other variables except with the one with which it must be theoretically associated (Aggarwal et al., 2018a , b ; Aggarwal et al., 2020 ). The results of Table ​ Table2 2 show that the measurement model achieved good discriminate validity.

Structural model

To test the proposed hypothesis, the researcher used the structural equation modeling technique. This is a multivariate statistical analysis technique, and it includes the amalgamation of factor analysis and multiple regression analysis. It is used to analyze the structural relationship between measured variables and latent constructs.

Table  3 represents the structural model’s model fitness indices where all variables put together when CMIN/DF is 2.479, and all the model fit values are within the particular range. That means the model has attained a good model fit. Furthermore, other fit indices as GFI = .982 and AGFI = 0.956 be all so supportive (Schumacker & Lomax, 1996 ; Marsh & Grayson, 1995 ; Kline, 2005 ).

Criterion for model fit

Hence, the model fitted the data successfully. All co-variances among the variables and regression weights were statistically significant ( p  < 0.001).

Table ​ Table4 4 represents the relationship between exogenous, mediator and endogenous variables viz—quality of instructor, prompt feedback, course design, students’ expectation, students’ satisfaction and students’ performance. The first four factors have a positive relationship with satisfaction, which further leads to students’ performance positively. Results show that the instructor’s quality has a positive relationship with the satisfaction of students for online classes (SE = 0.706, t-value = 24.196; p  < 0.05). Hence, H1 was supported. The second factor is course design, which has a positive relationship with students’ satisfaction of students (SE = 0.064, t-value = 2.395; p < 0.05). Hence, H2 was supported. The third factor is Prompt feedback, and results show that feedback has a positive relationship with the satisfaction of the students (SE = 0.067, t-value = 2.520; p < 0.05). Hence, H3 was supported. The fourth factor is students’ expectations. The results show a positive relationship between students’ expectation and students’ satisfaction with online classes (SE = 0.149, t-value = 5.127; p < 0.05). Hence, H4 was supported. The results of SEM show that out of quality of instructor, prompt feedback, course design, and students’ expectation, the most influencing factor that affect the students’ satisfaction was instructor’s quality (SE = 0.706) followed by students’ expectation (SE =5.127), prompt feedback (SE = 2.520). The factor that least affects the students’ satisfaction was course design (2.395). The results of Table ​ Table4 4 finally depicts that students’ satisfaction has positive effect on students’ performance ((SE = 0.186, t-value = 2.800; p < 0.05). Hence H5 was supported.

Structural analysis

Table ​ Table5 5 shows that students’ satisfaction partially mediates the positive relationship between the instructor’s quality and student performance. Hence, H6(a) was supported. Further, the mediation analysis results showed that satisfaction again partially mediates the positive relationship between course design and student’s performance. Hence, H6(b) was supported However, the mediation analysis results showed that satisfaction fully mediates the positive relationship between prompt feedback and student performance. Hence, H6(c) was supported. Finally, the results of the Table ​ Table5 5 showed that satisfaction partially mediates the positive relationship between expectations of the students and student’s performance. Hence, H6(d) was supported.

Mediation Analysis

In the present study, the authors evaluated the different factors directly linked with students’ satisfaction and performance with online classes during Covid-19. Due to the pandemic situation globally, all the colleges and universities were shifted to online mode by their respective governments. No one has the information that how long this pandemic will remain, and hence the teaching method was shifted to online mode. Even though some of the educators were not tech-savvy, they updated themselves to battle the unexpected circumstance (Pillai et al., 2021 ). The present study results will help the educators increase the student’s satisfaction and performance in online classes. The current research assists educators in understanding the different factors that are required for online teaching.

Comparing the current research with past studies, the past studies have examined the factors affecting the student’s satisfaction in the conventional schooling framework. However, the present study was conducted during India’s lockdown period to identify the prominent factors that derive the student’s satisfaction with online classes. The study also explored the direct linkage between student’s satisfaction and their performance. The present study’s findings indicated that instructor’s quality is the most prominent factor that affects the student’s satisfaction during online classes. This means that the instructor needs to be very efficient during the lectures. He needs to understand students’ psychology to deliver the course content prominently. If the teacher can deliver the course content properly, it affects the student’s satisfaction and performance. The teachers’ perspective is critical because their enthusiasm leads to a better online learning process quality.

The present study highlighted that the second most prominent factor affecting students’ satisfaction during online classes is the student’s expectations. Students might have some expectations during the classes. If the instructor understands that expectation and customizes his/her course design following the student’s expectations, then it is expected that the students will perform better in the examinations. The third factor that affects the student’s satisfaction is feedback. After delivering the course, appropriate feedback should be taken by the instructors to plan future courses. It also helps to make the future strategies (Tawafak et al., 2019 ). There must be a proper feedback system for improvement because feedback is the course content’s real image. The last factor that affects the student’s satisfaction is design. The course content needs to be designed in an effective manner so that students should easily understand it. If the instructor plans the course, so the students understand the content without any problems it effectively leads to satisfaction, and the student can perform better in the exams. In some situations, the course content is difficult to deliver in online teaching like the practical part i.e. recipes of dishes or practical demonstration in the lab. In such a situation, the instructor needs to be more creative in designing and delivering the course content so that it positively impacts the students’ overall satisfaction with online classes.

Overall, the students agreed that online teaching was valuable for them even though the online mode of classes was the first experience during the pandemic period of Covid-19 (Agarwal & Kaushik, 2020 ; Rajabalee & Santally, 2020 ). Some of the previous studies suggest that the technology-supported courses have a positive relationship with students’ performance (Cho & Schelzer, 2000 ; Harasim, 2000 ; Sigala, 2002 ). On the other hand, the demographic characteristic also plays a vital role in understanding the online course performance. According to APA Work Group of the Board of Educational Affairs ( 1997 ), the learner-centered principles suggest that students must be willing to invest the time required to complete individual course assignments. Online instructors must be enthusiastic about developing genuine instructional resources that actively connect learners and encourage them toward proficient performances. For better performance in studies, both teachers and students have equal responsibility. When the learner faces any problem to understand the concepts, he needs to make inquiries for the instructor’s solutions (Bangert, 2004 ). Thus, we can conclude that “instructor quality, student’s expectation, prompt feedback, and effective course design” significantly impact students’ online learning process.

Implications of the study

The results of this study have numerous significant practical implications for educators, students and researchers. It also contributes to the literature by demonstrating that multiple factors are responsible for student satisfaction and performance in the context of online classes during the period of the COVID-19 pandemic. This study was different from the previous studies (Baber, 2020 ; Ikhsan et al., 2019 ; Eom & Ashill, 2016 ). None of the studies had examined the effect of students’ satisfaction on their perceived academic performance. The previous empirical findings have highlighted the importance of examining the factors affecting student satisfaction (Maqableh & Jaradat, 2021 ; Yunusa & Umar, 2021 ). Still, none of the studies has examined the effect of course design, quality of instructor, prompt feedback, and students’ expectations on students’ satisfaction all together with online classes during the pandemic period. The present study tries to fill this research gap.

The first essential contribution of this study was the instructor’s facilitating role, and the competence he/she possesses affects the level of satisfaction of the students (Gray & DiLoreto, 2016 ). There was an extra obligation for instructors who taught online courses during the pandemic. They would have to adapt to a changing climate, polish their technical skills throughout the process, and foster new students’ technical knowledge in this environment. The present study’s findings indicate that instructor quality is a significant determinant of student satisfaction during online classes amid a pandemic. In higher education, the teacher’s standard referred to the instructor’s specific individual characteristics before entering the class (Darling-Hammond, 2010 ). These attributes include factors such as instructor content knowledge, pedagogical knowledge, inclination, and experience. More significantly, at that level, the amount of understanding could be given by those who have a significant amount of technical expertise in the areas they are teaching (Martin, 2021 ). Secondly, the present study results contribute to the profession of education by illustrating a realistic approach that can be used to recognize students’ expectations in their class effectively. The primary expectation of most students before joining a university is employment. Instructors have agreed that they should do more to fulfill students’ employment expectations (Gorgodze et al., 2020 ). The instructor can then use that to balance expectations to improve student satisfaction. Study results can be used to continually improve and build courses, as well as to make policy decisions to improve education programs. Thirdly, from result outcomes, online course design and instructors will delve deeper into how to structure online courses more efficiently, including design features that minimize adversely and maximize optimistic emotion, contributing to greater student satisfaction (Martin et al., 2018 ). The findings suggest that the course design has a substantial positive influence on the online class’s student performance. The findings indicate that the course design of online classes need to provide essential details like course content, educational goals, course structure, and course output in a consistent manner so that students would find the e-learning system beneficial for them; this situation will enable students to use the system and that leads to student performance (Almaiah & Alyoussef, 2019 ). Lastly, the results indicate that instructors respond to questions promptly and provide timely feedback on assignments to facilitate techniques that help students in online courses improve instructor participation, instructor interaction, understanding, and participation (Martin et al., 2018 ). Feedback can be beneficial for students to focus on the performance that enhances their learning.

Limitations and future scope of the study

The data collected in this study was cross-sectional in nature due to which it is difficult to establish the causal relationship between the variables. The future research can use a longitudinal study to handle this limitation. Further, the data was collected from one type of respondents only, that is, the students. Therefore, the results of the study cannot be generalized to other samples. The future research can also include the perspectives of teachers and policy makers to have more generalization of the results. The current research is only limited to theory classes; therefore, it can be implemented to check students’ performance in practical classes. The study is done on the Indian students only; thus, if the data is collected from various countries, it can give better comparative results to understand the student’s perspective. This study is limited to check the performance of students, so in the future, the performance of teachers can be checked with similar kinds of conditions. There may be some issues and problems faced by the students, like the limited access to the internet or disturbance due to low signals. Some of the students may face the home environment issues such as disturbance due to family members, which may lead to negative performance. The above-mentioned points can be inculcated in the future research.

Declarations

Not applicable.

The authors declare no conflict of interest, financial or otherwise.

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Contributor Information

Ram Gopal, Email: [email protected] .

Varsha Singh, Email: [email protected] .

Arun Aggarwal, Email: [email protected] .

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UGC NET 2024 Paper 1: List of topics you must prepare for

Apr 26, 2024

Teaching Aptitude

Teaching methods encompass various strategies such as lectures, discussions, and demonstrations, each suited to different learning objectives and audiences. A good teacher possesses qualities like patience, effective communication skills, and adaptability to engage and inspire learners.

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Classroom Management

Effective classroom management techniques are essential for maintaining a productive learning environment. This includes establishing clear expectations, managing behavior, and fostering positive relationships among students.

Evaluation Methods

Assessment methods such as assignments and tests are crucial for measuring students' understanding and progress. Choosing appropriate evaluation techniques aligned with learning objectives ensures fair and accurate assessment.

Learner's Characteristics

Understanding Piaget's stages of cognitive development helps educators tailor instruction to meet students' cognitive abilities. Recognizing diverse learning styles, including auditory, visual, and kinesthetic, allows for differentiated instruction to cater to individual needs.

Individual Differences

Every learner is unique, with varying abilities, backgrounds, and motivations. Acknowledging and addressing these differences is vital for creating inclusive learning environments and fostering student success.

Factors Affecting Teaching

Effective curriculum design is fundamental to facilitating meaningful learning experiences. Integrating teaching aids and technology enhances engagement and understanding, while the learning environment and external influences like parental involvement play significant roles in shaping learning outcomes.

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Infrastructure & learning environment.

The physical and social environment in which learning occurs significantly impacts student engagement and achievement. Providing adequate infrastructure and cultivating a supportive learning atmosphere are essential for maximizing learning potential

Teaching Methods

Utilising e-learning platforms like SWAYAM and MOOCs expands access to educational resources and promotes self-directed learning. Group discussions and collaborative learning activities foster critical thinking, communication skills, and peer interaction.

Problem-Solving and Critical Thinking

Encouraging problem-solving methods and critical thinking skills development empowers learners to analyze situations, explore alternatives, and make informed decisions. Balancing learner-centered and teacher-centered approaches fosters active engagement and deep understanding.

Research Aptitude

Differentiating between quantitative and qualitative research methodologies informs effective research design and data collection techniques. Upholding research ethics and avoiding plagiarism ensures the integrity and credibility of scholarly inquiry.

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What federal education data shows about students with disabilities in the U.S.

Public K-12 schools in the United States educate about 7.3 million students with disabilities – a number that has grown over the last few decades. Disabled students ages 3 to 21 are served under the federal  Individuals with Disabilities Education Act (IDEA) , which guarantees them the right to free public education and appropriate special education services.

For Disability Pride Month , here are some key facts about public school students with disabilities, based on the latest data from the  National Center for Education Statistics (NCES) .

July is both Disability Pride Month and the anniversary of the Americans with Disabilities Act. To mark these occasions, Pew Research Center used federal education data from  the National Center for Education Statistics  to learn more about students who receive special education services in U.S. public schools.

In this analysis, students with disabilities include those ages 3 to 21 who are served under the federal  Individuals with Disabilities Education Act (IDEA) . Through IDEA, children with disabilities are guaranteed a “free appropriate public education,” including special education and related services.

The 7.3 million disabled students in the U.S. made up 15% of national public school enrollment during the 2021-22 school year. The population of students in prekindergarten through 12th grade who are served under IDEA has grown in both number and share over the last few decades. During the 2010-11 school year, for instance, there were 6.4 million students with disabilities in U.S. public schools, accounting for 13% of enrollment.

The number of students receiving special education services temporarily dropped during the coronavirus pandemic – the first decline in a decade. Between the 2019-20 and 2020-21 school years, the number of students receiving special education services decreased by 1%, from 7.3 million to 7.2 million. This was the first year-over-year drop in special education enrollment since 2011-12.

The decline in students receiving special education services was part of a 3% decline in the overall number of students enrolled in public schools between 2019-20 and 2020-21. While special education enrollment bounced back to pre-pandemic levels in the 2021-22 school year, overall public school enrollment remained flat.

These enrollment trends may reflect some of the learning difficulties and health concerns students with disabilities and their families faced during the height of the COVID-19 pandemic , which limited or paused special education services in many school districts.

Many school districts struggle to hire special education professionals. During the 2020-21 school year, 40% of public schools that had a special education teaching vacancy reported that they either found it very difficult to fill the position or were not able to do so.

Foreign languages (43%) and physical sciences (37%) were the only subjects with similarly large shares of hard-to-fill teaching vacancies at public schools that were looking to hire in those fields.

While the COVID-19 pandemic called attention to a nationwide teacher shortage , special education positions have long been among the most difficult for school districts to fill .

The most common type of disability for students in prekindergarten through 12th grade involves “specific learning disabilities,” such as dyslexia.  In 2021-22, about a third of students (32%) receiving services under IDEA had a specific learning disability. Some 19% had a speech or language impairment, while 15% had a chronic or acute health problem that adversely affected their educational performance. Chronic or acute health problems include ailments such as heart conditions, asthma, sickle cell anemia, epilepsy, leukemia and diabetes.

Students with autism made up 12% of the nation’s schoolchildren with disabilities in 2021-22, compared with 1.5% in 2000-01.  During those two decades, the share of disabled students with a specific learning disability, such as dyslexia, declined from 45% to 32%.

The percentage of students receiving special education services varies widely across states. New York serves the largest share of disabled students in the country at 20.5% of its overall public school enrollment. Pennsylvania (20.2%), Maine (20.1%) and Massachusetts (19.3%) serve the next-largest shares. The states serving the lowest shares of disabled students include Texas and Idaho (both 11.7%) and Hawaii (11.3%).

Between the 2000-01 and 2021-22 school years, all but 12 states experienced growth in their disabled student populations. The biggest increase occurred in Utah, where the disabled student population rose by 65%. Rhode Island saw the largest decline of 22%.

These differences by state are likely the result of inconsistencies in how states determine which students are eligible for special education services and challenges in identifying disabled children.

The racial and ethnic makeup of the nation’s special education students is similar to public school students overall, but there are differences by sex.  About two-thirds of disabled students (65%) are male, while 34% are female, according to data from the 2021-22 school year. Overall student enrollment is about evenly split between boys and girls.

Research has shown that decisions about whether to recommend a student for special education may be influenced by their school’s socioeconomic makeup, as well as by the school’s test scores and other academic markers.

Note: This is an update of a post originally published April 23, 2020.

Katherine Schaeffer is a research analyst at Pew Research Center

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