Postgraduate Students’ Experience with Zoom-Based Learning: Focus on Affordability, Access, Teaching Quality, and Assessment

Abstract

With the COVID-19 pandemic in 2020, Sri Lankan universities turned to video conferencing to maintain academic activities, with Zoom being a popular choice. This study explores postgraduate students' experiences in two Master of Education (M.Ed.) programmes at a Sri Lankan university regarding Zoom-based online learning. It investigates student perceptions across four key areas: affordability, access and instructor support, quality of teaching, and effectiveness and fairness of assessments. A survey approach was used, with a researcher-developed questionnaire administered online to 189 students studying Sinhala, Tamil, and English. The questionnaire included close-ended questions, Likert-scale items, and open-ended questions, with data analyzed using descriptive statistics. Findings indicate that students generally found Zoom-based instruction accessible and effective. However, areas for improvement were identified, such as enhanced instructor support, a more interactive learning environment, and comprehensive course coverage. Concerns also emerged about instructor support during assessments, clarity of formats, and time allocation. Qualitative data highlighted issues with session length, technology affordability, and a preference for diverse assessment methods. The study provides insights for enhancing M.Ed. programmes conducted online. Recommendations include faculty capacity development in online teaching, promoting the affordability of Zoom-based learning, and refining assessment practices. Addressing these areas and seeking student feedback can help institutions create high-quality, engaging, accessible, and effective Zoom-based programmes.

Keywords: Online teaching and assessment, Online learning, Sri Lankan universities, Student experience, Zoom-based learning

References

Areșan, D., & Țîru, L. G. (2022). Students’ satisfaction with the online teaching process. Academicus: International Scientific Journal, 13(25), 184-193. https://doi.org/10.4300/JGME-D-12-00239.1

Baloran, E. T., & Hernan, J. T. (2021). Course satisfaction and student engagement in online learning amid COVID-19 pandemic: A structural equation model. Turkish Online Journal of Distance Education, 22(4), 1-12.

Blundell, G. E., Castañeda, D. A., & Lee, J. (2020). A multi-institutional study of factors influencing faculty satisfaction with online teaching and learning. Online Learning, 24(4), 229-253. https://doi.org/10.24059/olj.v24i4.2175

Bolliger, D., & Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30(1), 103-116. https://doi.org/10.1080 /0158 7910902845949

Croxton, R. A. (2014). The role of interactivity in student satisfaction and persistence in online learning. Journal of Online Learning and Teaching, 10(2), 314.

Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021). Satisfactionwith online learning in the new normal: Perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1). https://doi.org/10.1080/10872981.2021.1920090

Faize, F. A., & Nawaz, M. (2020). Evaluation and improvement of students' satisfaction in online learning during COVID-19. Open Praxis, 12(4), 495-507. https://doi.org/10.5944/openpraxis.12.4.1153

Guest, R., Rohde, N., Selvanathan, S., & Soesmanto, T. (2018). Student satisfaction and online teaching. Assessment & Evaluation in Higher Education, 43(7), 1084-1093. https://doi.org/10.1080/0260293 8.2018.1433815

Jakoet-Salie, A., & Ramalobe, K. (2022). The digitalization of learning and teaching practices in higher education institutions during the Covid-19 pandemic. Teaching Public Administration, 41(1). https://doi.org/10.1177/01447394221092275

Kéri, A. (2021). Online teaching methods and student satisfaction during a pandemic. International Journal of Educational and Pedagogical Sciences, 15(4), 369-375.

Nawastheen, F. M., Shifaan, S., & Bisthamy, M. W. A. (2021). Primary school teachers’ perceptions towards the remote teaching and learning activities (RTLA) during lockdown period in Sri Lanka. Muallim Journal of Social Sciences and Humanities, 6(1), 1-15. https://doi.org/10.33306/mjssh/173

Phiriepa, A., Mapaling, C., Matlakala, F., & Tsabedze, W. (2023). COVID-19 and Online Learning: A Scoping Review of the Challenges faced by Students in Higher Institutions during Lockdown. e-BANGI Journal, 20(4). https://doi.org/10.17576/ebangi.2023.2004.23.

Qureshi, F., Khawaja, S., & Zia, T. (2020). Mature undergraduate students’ satisfaction with online teaching during the COVID-19. European Journal of Education Studies, 7(12). https://doi.org/10.46827/ejes.v7i12.3440

Rickards, G., Magee, C., & Artino Jr, A. R. (2012). You can't fix by analysis what you've spoiled by design:Developing survey instruments and collecting validity evidence. Journal of Graduate Medical Education, 4(4), 407-410. https://doi.org/10.4300/JGME-D-12-00239.1

Shamsudin, N. M., Ladisma, M., Anuar, R., Han, C. T., & Kamal, A. A. (2023). Closing The Divide:Insights into Cloud-Based Learning for Students in Rural Areas. e-BANGI Journal of Social Sciences and Humanities, 20(4). http://dx.doi.org/10.17576/ebangi.2023.2004.38