Post Covid-19 And Tertiary Education: Challenges and Prospects of Online Learning at University of Media, Arts and Communication, Institute of Journalism (UniMAC, IJ)

Abstract

This study explored the challenges and benefits of online learning at UniMAC during the COVID-19 pandemic, focusing on the experiences of students, faculty, and administrative staff. The aim was to understand the difficulties encountered during the rapid transition to online education and assess its potential long-term role in the university's curriculum. The study employed the Constructivist Learning Theory. Data were collected through interviews with students, faculty, and staff, which were analyzed to identify key themes in the online learning experience. The study also highlighted several benefits. Students appreciated the flexibility of online education, as it allowed them to study at their own pace and balance academic, personal, and work commitments. Despite these benefits, the study also highlighted some key challenges. The findings revealed several significant challenges. Technological issues, including unstable internet connections, difficulty accessing online platforms, and lack of technical support, were major obstacles to effective learning. These issues disrupted the education process and hindered engagement. Students also struggled with motivation and participation due to the absence of face-to-face interactions. Faculty members found it challenging to gauge students' understanding and provide individualized support without in-person contact. Furthermore, both students and faculty noted the university's lack of preparedness for the sudden transition, with many feeling untrained and unsupported. Faculty members recognized the value of online teaching and learning as a supplement to the traditional approaches, offering more varied instructional strategies and accessible content delivery. Many participants expressed interest in integrating online learning into the long-term educational framework of the university, with a preference for a blended learning approach that combines online flexibility with in-person interaction. The study concluded that while the transition to online learning posed challenges, it also revealed the potential for greater flexibility, accessibility, and innovation in teaching. The study recommended improvements in technological infrastructure, faculty training, and student support services. The study also called for further research into the long-term effects of online learning and the role of social interaction in fostering a sense of community among online learners.