A SYSTEMATIC REVIEW OF THE BENEFITS AND CHALLENGES OF ONLINE LEARNING DURING THE COVID-19 PANDEMIC
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Published:
Jul 5, 2022
Keywords:
Online learning, Benefits, Challenges, COVID-19 pandemic
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Computer Science
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Abstract
Online learning is a learning option that is applied during the COVID-19 pandemic. Online learning has its benefits and challenges, especially during the COVID-19 pandemic, where almost all learning is done online. The purpose of this article is to map the benefits and challenges of online learning, especially those carried out during the COVID-19 pandemic. The research method used is a systematic literature review; there are 12 articles used as data sources after adjusting for inclusion and exclusion criteria. The study results show that many benefits were found for improving online learning in the future and various challenges that must be faced. One of the benefits that need attention is establishing a digital learning environment and using social media in learning. A fundamental challenge is the adaptation of learning technology. Future research is needed to build digital learning environments using social media.
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Nasution, A. K. P., Batubara, M. H., Imam Munandar and Nurmalina (2022) “A SYSTEMATIC REVIEW OF THE BENEFITS AND CHALLENGES OF ONLINE LEARNING DURING THE COVID-19 PANDEMIC”, Jurnal Mantik, 6(2), pp. 1534-1541. doi: 10.35335/mantik.v6i2.2365.
References
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[26] I. A. Bdair, “Nursing students’ and faculty members’ perspectives about online learning during COVID-19 pandemic: A qualitative study,” Teach. Learn. Nurs., vol. 16, no. 3, pp. 220–226, 2021, doi: 10.1016/j.teln.2021.02.008.
[27] N. A. Jogezai, F. A. Baloch, M. Jaffar, T. Shah, G. K. Khilji, and S. Bashir, “Teachers’ attitudes towards social media (SM) use in online learning amid the COVID-19 pandemic: the effects of SM use by teachers and religious scholars during physical distancing,” Heliyon, vol. 7, no. 4, p. e06781, 2021, doi: 10.1016/j.heliyon.2021.e06781.
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[31] Y. Zhang, G. Zhao, and B. Zhou, “Does learning longer improve student achievement? Evidence from online education of graduating students in a high school during COVID-19 period,” China Econ. Rev., vol. 70, p. 101691, 2021, doi: 10.1016/j.chieco.2021.101691.
[32] A. E. Clark, H. Nong, H. Zhu, and R. Zhu, “Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic,” China Econ. Rev., vol. 68, p. 101629, 2021, doi: 10.1016/j.chieco.2021.101629.
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[38] A. Barana, M. Marchisio, and M. Sacchet, “Interactive feedback for learning mathematics in a digital learning environment,” Educ. Sci., vol. 11, no. 6, p. 279, 2021, doi: 10.3390/educsci11060279.
[39] J. H. L. Koh and R. Y. P. Kan, “Students’ use of learning management systems and desired e-learning experiences: are they ready for next generation digital learning environments?,” High. Educ. Res. Dev., vol. 40, no. 5, pp. 995–1010, 2021, doi: 10.1080/07294360.2020.1799949.
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[46] E. Pérez-López, A. V. Atochero, and S. C. Rivero, “Distance Education in COVID-19’s period: An Analysis from the perspective of university students,” RIED-Revista Iberoam. Educ. a Distancia, vol. 24, no. 1, pp. 331–350, 2021, doi: 10.5944/ried.24.1.27855.
[47] T. Piyatamrong, J. Derrick, and A. Nyamapfene, “Technology-mediated higher education provision during the COVID-19 pandemic: A qualitative assessment of engineering student experiences and sentiments,” J. Eng. Educ. Transform., vol. 34, no. Special Issue, pp. 290–297, 2021, doi: 10.16920/jeet/2021/v34i0/157158.
[2] C. B. Mpungose, “Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic,” Humanit. Soc. Sci. Commun., vol. 7, no. 1, pp. 1–9, 2020, doi: 10.1057/s41599-020-00603-x.
[3] L. Mishra, T. Gupta, and A. Shree, “Online teaching-learning in higher education during lockdown period of COVID-19 pandemic,” Int. J. Educ. Res. Open, vol. 1, p. 100012, 2020, doi: 10.1016/j.ijedro.2020.100012.
[4] R. E. Baticulon et al., “Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines,” Med. Sci. Educ., vol. 31, no. 2, pp. 615–626, 2021, doi: 10.1007/s40670-021-01231-z.
[5] R. C. Chick et al., “Using Technology to Maintain the Education of Residents During the COVID-19 Pandemic,” J. Surg. Educ., vol. 77, no. 4, pp. 729–732, 2020, doi: 10.1016/j.jsurg.2020.03.018.
[6] D. O’Doherty, M. Dromey, J. Lougheed, A. Hannigan, J. Last, and D. McGrath, “Barriers and solutions to online learning in medical education - An integrative review,” BMC Med. Educ., vol. 18, no. 1, pp. 1–11, 2018, doi: 10.1186/s12909-018-1240-0.
[7] A. Jolliffe, J. Ritter, and D. Stevens, The Online Learning Handbook: Developing and Using Web-based Learning, vol. 43, no. 7. Routledge, 2001.
[8] R. Panigrahi, P. R. Srivastava, and D. Sharma, “Online learning: Adoption, continuance, and learning outcome—A review of literature,” Int. J. Inf. Manage., vol. 43, no. May, pp. 1–14, 2018, doi: 10.1016/j.ijinfomgt.2018.05.005.
[9] R. K. Bisht, S. Jasola, and I. P. Bisht, “Acceptability and challenges of online higher education in the era of COVID-19: a study of students’ perspective,” Asian Educ. Dev. Stud., pp. 1–14, 2020, doi: 10.1108/AEDS-05-2020-0119.
[10] G. Basilaia and D. Kvavadze, “Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia,” Pedagog. Res., vol. 5, no. 4, pp. 1–9, 2020, doi: 10.29333/pr/7937.
[11] M. Pellegrini, V. Uskov, and N. Casalino, “Reimagining and re-designing the post-COVID-19 higher education organizations to address new challenges and responses for safe and effective teaching activities,” Law Econ. Yrly. Rev., vol. 9, pp. 219–248, 2020, [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85096289668&origin=inward.
[12] D. Lase, T. G. C. Zega, and D. O. Daeli, “Parents’ Perceptions of Distance Learning during COVID-19 Pandemic in Rural Indonesia,” SSRN Electron. J., vol. 13, no. 2, pp. 101–111, 2021, doi: 10.2139/ssrn.3890610.
[13] K. van Barneveld et al., “The COVID-19 pandemic: Lessons on building more equal and sustainable societies,” Econ. Labour Relations Rev., vol. 31, no. 2, pp. 133–157, 2020, doi: 10.1177/1035304620927107.
[14] M. Mahyoob, “Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners,” Arab World English J., vol. 11, no. 4, pp. 351–362, 2020, doi: 10.24093/awej/vol11no4.23.
[15] K. J. Kim, S. Liu, and C. J. Bonk, “Online MBA students’ perceptions of online learning: Benefits, challenges, and suggestions,” Internet High. Educ., vol. 8, no. 4 SPEC. ISS., pp. 335–344, 2005, doi: 10.1016/j.iheduc.2005.09.005.
[16] L. Dyrbye, A. Cumyn, H. Day, and M. Heflin, “A qualitative study of physicians’ experiences with online learning in a masters degree program: Benefits, challenges, and proposed solutions,” Med. Teach., vol. 31, no. 2, pp. 40–46, 2009, doi: 10.1080/01421590802366129.
[17] A. M. Hernández, “Online learning in higher music education: Benefits, challenges and drawbacks of one-to-one videoconference instrumental lessons,” J. Music. Technol. Educ., vol. 13, no. 2, pp. 181–197, 2022, doi: 10.1386/jmte_00022_1.
[18] Y. Aljaraideh, “Massive Open Online Learning (MOOC) benefits and challenges: A case study in Jordanian context,” Int. J. Instr., vol. 12, no. 4, pp. 65–78, 2019, doi: 10.29333/iji.2019.1245a.
[19] F. Ferri, P. Grifoni, and T. Guzzo, “Online learning and emergency remote teaching: Opportunities and challenges in emergency situations,” Societies, vol. 10, no. 4, pp. 1–18, 2020, doi: 10.3390/soc10040086.
[20] S. Saikat, J. S. Dhillon, W. F. Wan Ahmad, and R. A. Jamaluddin, “A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic,” Educ. Sci., vol. 11, no. 9, p. 459, Aug. 2021, doi: 10.3390/educsci11090459.
[21] D. Pati and L. N. Lorusso, “How to Write a Systematic Review of the Literature,” Heal. Environ. Res. Des. J., vol. 11, no. 1, 2018, doi: 10.1177/1937586717747384.
[22] R. P. Goldenson, L. L. Avery, R. R. Gill, and S. M. Durfee, “The Virtual Homeroom: Utility and Benefits of Small Group Online Learning in the COVID-19 Era,” Curr. Probl. Diagn. Radiol., vol. 51, no. 2, pp. 152–154, 2022, doi: 10.1067/j.cpradiol.2021.06.012.
[23] A. A. Chand, P. P. Lal, and K. K. Chand, “Remote learning and online teaching in Fiji during COVID-19: The challenges and opportunities,” Int. J. Surg., vol. 92, p. 106019, 2021, doi: 10.1016/j.ijsu.2021.106019.
[24] W. A. Suliman, F. A. Abu-Moghli, I. Khalaf, A. F. Zumot, and M. Nabolsi, “Experiences of nursing students under the unprecedented abrupt online learning format forced by the national curfew due to COVID-19: A qualitative research study,” Nurse Educ. Today, vol. 100, p. 104829, 2021, doi: 10.1016/j.nedt.2021.104829.
[25] C. Dong, S. Cao, and H. Li, “Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes,” Child. Youth Serv. Rev., vol. 118, p. 105440, Nov. 2020, doi: 10.1016/j.childyouth.2020.105440.
[26] I. A. Bdair, “Nursing students’ and faculty members’ perspectives about online learning during COVID-19 pandemic: A qualitative study,” Teach. Learn. Nurs., vol. 16, no. 3, pp. 220–226, 2021, doi: 10.1016/j.teln.2021.02.008.
[27] N. A. Jogezai, F. A. Baloch, M. Jaffar, T. Shah, G. K. Khilji, and S. Bashir, “Teachers’ attitudes towards social media (SM) use in online learning amid the COVID-19 pandemic: the effects of SM use by teachers and religious scholars during physical distancing,” Heliyon, vol. 7, no. 4, p. e06781, 2021, doi: 10.1016/j.heliyon.2021.e06781.
[28] D. J. Lemay, P. Bazelais, and T. Doleck, “Transition to online learning during the COVID-19 pandemic,” Comput. Hum. Behav. Reports, vol. 4, p. 100130, 2021, doi: 10.1016/j.chbr.2021.100130.
[29] L. D. Lapitan, C. E. Tiangco, D. A. G. Sumalinog, N. S. Sabarillo, and J. M. Diaz, “An effective blended online teaching and learning strategy during the COVID-19 pandemic,” Educ. Chem. Eng., vol. 35, pp. 116–131, 2021, doi: 10.1016/j.ece.2021.01.012.
[30] A. Elzainy, A. El Sadik, and W. Al Abdulmonem, “Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University,” J. Taibah Univ. Med. Sci., vol. 15, no. 6, pp. 456–462, 2020, doi: 10.1016/j.jtumed.2020.09.005.
[31] Y. Zhang, G. Zhao, and B. Zhou, “Does learning longer improve student achievement? Evidence from online education of graduating students in a high school during COVID-19 period,” China Econ. Rev., vol. 70, p. 101691, 2021, doi: 10.1016/j.chieco.2021.101691.
[32] A. E. Clark, H. Nong, H. Zhu, and R. Zhu, “Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic,” China Econ. Rev., vol. 68, p. 101629, 2021, doi: 10.1016/j.chieco.2021.101629.
[33] A. Saha, A. Dutta, and R. I. Sifat, “The mental impact of digital divide due to COVID-19 pandemic induced emergency online learning at undergraduate level: Evidence from undergraduate students from Dhaka City,” J. Affect. Disord., vol. 294, pp. 170–179, 2021, doi: 10.1016/j.jad.2021.07.045.
[34] N. Novik, S. Bashinova, N. Kunshina, and A. Sukharev, “Digital learning environment in modern conditions,” in CEUR Workshop Proceedings, 2020, vol. 2861, pp. 97–102.
[35] E. Kümmel, J. Moskaliuk, U. Cress, and J. Kimmerle, “Digital learning environments in higher education: A literature review of the role of individual vs. social settings for measuring learning outcomes,” Educ. Sci., vol. 10, no. 3, 2020, doi: 10.3390/educsci10030078.
[36] O. Peters, “Digital learning environments: New possibilities and opportunities,” Int. Rev. Res. Open Distance Learn., vol. 1, no. 1, pp. 22–39, 2000, doi: 10.19173/irrodl.v1i1.3.
[37] C. Cirkony, R. Tytler, and P. Hubber, “Designing and delivering representation-focused science lessons in a digital learning environment,” Educ. Technol. Res. Dev., pp. 1–28, 2022.
[38] A. Barana, M. Marchisio, and M. Sacchet, “Interactive feedback for learning mathematics in a digital learning environment,” Educ. Sci., vol. 11, no. 6, p. 279, 2021, doi: 10.3390/educsci11060279.
[39] J. H. L. Koh and R. Y. P. Kan, “Students’ use of learning management systems and desired e-learning experiences: are they ready for next generation digital learning environments?,” High. Educ. Res. Dev., vol. 40, no. 5, pp. 995–1010, 2021, doi: 10.1080/07294360.2020.1799949.
[40] H. Friedman and L. W. Friedman, “Using Social Media Technologies to Enhance Online Learning,” J. Educ. Online, vol. 10, no. 1, pp. 1–22, Jan. 2013, doi: 10.9743/JEO.2013.1.5.
[41] E. Kassens-Noor, “Twitter as a teaching practice to enhance active and informal learning in higher education: The case of sustainable tweets,” Act. Learn. High. Educ., vol. 13, no. 1, pp. 9–21, 2012, doi: 10.1177/1469787411429190.
[42] M. Kurni and K. Saritha, “Applying Collaborative Learning for Enhancing the Teaching-Learning Process in Online Learning through Social Media,” Int. J. Emerg. Technol. Learn., vol. 16, no. 16, pp. 251–259, 2021, doi: 10.3991/ijet.v16i16.23207.
[43] L. A. Perguna, N. Apriyanti, and D. Kurniasih, “Alternative Online Learning Using Social Media as a Panacea,” Int. J. Emerg. Technol. Learn., vol. 16, no. 7, pp. 257–265, 2021, doi: 10.3991/ijet.v16i07.21209.
[44] H. Baber, “Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID19,” J. Educ. e-Learning Res., vol. 7, no. 3, pp. 285–292, 2020, doi: 10.20448/JOURNAL.509.2020.73.285.292.
[45] D. A. AlAteeq, S. Aljhani, and D. AlEesa, “Perceived stress among students in virtual classrooms during the COVID-19 outbreak in KSA,” J. Taibah Univ. Med. Sci., vol. 15, no. 5, pp. 398–403, 2020, doi: 10.1016/j.jtumed.2020.07.004.
[46] E. Pérez-López, A. V. Atochero, and S. C. Rivero, “Distance Education in COVID-19’s period: An Analysis from the perspective of university students,” RIED-Revista Iberoam. Educ. a Distancia, vol. 24, no. 1, pp. 331–350, 2021, doi: 10.5944/ried.24.1.27855.
[47] T. Piyatamrong, J. Derrick, and A. Nyamapfene, “Technology-mediated higher education provision during the COVID-19 pandemic: A qualitative assessment of engineering student experiences and sentiments,” J. Eng. Educ. Transform., vol. 34, no. Special Issue, pp. 290–297, 2021, doi: 10.16920/jeet/2021/v34i0/157158.
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