Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning

• Published in: SAGE open medicine 2023-01, Vol.11, p.20503121231218904-20503121231218904
• Main Authors: Mudenda, Steward, Daka, Victor, Mufwambi, Webrod, Matafwali, Scott Kaba, Chabalenge, Billy, Skosana, Phumzile, Mfune, Ruth Lindizyani, Kasanga, Maisa, Okonji, Osaretin Christabel, Mayoka, Godfrey, Kampamba, Martin, Hikaambo, Christabel Nang’andu, Mukosha, Moses, Kanaan, Manal Hadi Ghaffoori, Zikalala-Mabope, Lindi Angeline, Sinkamba, George, Okoro, Roland Nnaemeka, Chulu, Martha, Godman, Brian, Fadare, Joseph
• Format: Article
• Language: English
• Subjects: Blended learning; Classrooms; Coronaviruses; COVID-19; Distance learning; Online tutorials; Original; Pandemics; Students
• ISSN: 2050-3121; 2050-3121
• DOI: 10.1177/20503121231218904

Objectives: The coronavirus disease 2019 (COVID-19) pandemic disrupted classroom-based learning, necessitating the adoption of online learning in most universities. However, there has been a lack of information on university students’ perspectives regarding online learning during the COVID-19 pandemic. This study assessed the perspectives, satisfaction and experiences with online and classroom learning among human health students at the University of Zambia. Methods: This cross-sectional study was conducted among 737 students at the University of Zambia from October 2022 to April 2023. Data were analysed using Stata version 16.1. Results: Of the 737 participants, 51.6% were female and 56.5% agreed that blended learning should continue even after the COVID-19 pandemic. However, 78.4% of the students believed that group discussions were more suitable in the classroom than online learning. Most students (67.1%) disagreed that they preferred online learning to classroom learning. Furthermore, 77.6% of the students disagreed that online learning gave more satisfaction than classroom learning. Conclusions: This study found that most students recommended the continuation of blended learning after the pandemic. However, they believed that follow-up tutorials and assessments were better undertaken in physical classrooms than online learning. These findings are important in sensitising stakeholders in the education sector and governments to consider blended learning as a teaching strategy in the future. There is a need to develop and implement curricula that offer blended learning to students as well as ensure the students have the necessary facilities and equipment to support such learning.