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Identifying the Effectiveness of Online Learning During COVID-19 Pandemic

Muxitake Kamila

The University of Tampa

EME 603

December 1, 2020
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Table of Content

Abstract 3
Research Problem/Purpose of the Research Study 3
Research Questions: 4
Literature Review 4
Data Collection 6
Data Analysis 7
Results/Findings 7
Implications/Conclusions 25
Limitations 25
Ethical Consideration 25
Future Research Suggestion 26
Reference 26
Appendices  27
Appendix 1 - Screenshot of the Survey (Excerpt) 31
Appendix 2 – Survey Questions 32
Appendix 3 – Informed Consent Form 33
Informed Consent  33
University of Tampa 33
CONDITIONS OF PARTICIPATION 34
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Abstract

This study identifies the effectiveness of online learning during COVID-19 pandemic. In this

research, we surveyed 19 University of Tampa students through carrying digital survey links

keeping social distancing paramount, the researcher used a mask and approached participants

only if they were comfortable with it. The participants' ages ranged from 18 or older. There were

15 survey questions that focused on the effectiveness of online learning and participants'

experience during this pandemic. Along with that, interviews were conducted to get more of an

in depth look of these similar questions. We interviewed 3 students following the same

demographics of the survey participants. Results looked generally at how students were affected

with online learning during COVID-19.

Research Problem/Purpose of the Research Study

Up till now, COVID-19 driven school closures have impacted over one billion

https://reliefweb.int/report/world/coronavirus-school-closures-mean-over-one-billion-children-

and-youth-are-now-shut-out students. Despite the low rates of critical infection among children,

school closures are a critical pillar of the social distancing tools to mitigate the spread of the

disease and avoid an increase of cases that will put a strain on health services. The purpose of

this study is to identify the effectiveness of online learning during this pandemic crisis.
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Research Questions:

1. Do students have sufficient equipment and facilities such as computers, internet, and

software?

2. Are there any technological issues students are facing during online classes?

Literature Review

To help better understand the effectiveness of online learning, Ayebi-Arthur, K. (2017)

conducted a study where the author discusses the serious challenges to quality and

effectiveness in online learning. It discusses that even though technology helped students

overcome the barriers in those difficult times but suggests that robust IT Infrastructure is a

prerequisite for online learning. Infrastructure needs to be so strong that it can provide

unhindered services during and after the crisis but there are still some challenges that we

need to cope with. It furthermore talks about how pandemic can stimulate student’s

motivation towards learning and how it affects us mentally and emotionally. It suggests that

to make e-learning effective in such difficult times, we need to focus on coping strategies and

how to find a solution for it. 

In a study conducted by Ching Hong Liu the researcher was looking to investigate the

advantages of online learning when played offline with the possibility to pause, seek

backward or replay the content again. It is possible to have subtitles, slow down or speed up
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the videos if the lecturer speaks too fast or slow. Existing research shows that the results of

the students’ performance in case of online learning are slightly better than in the case of

face-to-face courses. It argues that the best thing about distance education is you could learn

it from anywhere and at any time. It does not matter in which part of the country students are

living in they can connect to online lectures by your schedule. Students also could easily get

access to course material. This article also explains that students who are seeking to enroll for

a distance learning program need to invest in a range of equipment including computer,

webcam, and good internet connection. There is absolutely no physical contact between

students and instructors as instruction is delivered online. Over relying on technology is a

major drawback to distance learning. In case of any software or hardware malfunction, the

class session will come to a struggle, something that can interrupt the learning process.

Moreover, the complicated nature of the technology used in distance learning only limits

online education to students who are computer and tech savvy. 

Margaret L Kern, Lea Waters, and Alejandro Adler researched about multidimensional

approaches to well-being and how to best build and support them. Researchers in the field of

positive psychology have suggested that well-being is best characterized as a profile of indicators

across multiple domains, rather than as a single factor. The article also outlines a few activities

which are used for specific well-being lessons such as emotional engagement, attention and

awareness. It further more discusses that there are both theoretical and practical reasons for

approaching well-being as a multidimensional construct across valued life domains. On the

theoretical side, well-being is an abstract construct that includes both feeling good and

functioning well. This article breaks down the reasons for adopting a positive education approach

to stay connected with our studies during this time of uncertainty. Weaving well-being into
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online classrooms gives us opportunity to better overcome the challenges we are facing. I believe

that this article is well written and very informative as it focuses learner well-being. Further it

focuses on the well-being of students which will help to support the challenges that need to be

resolved and overcome. 

Data Collection

Quantitatively, data was collected using a Qualtrics survey. The survey includes Likert scale

questions, as well as free-response questions. The survey asked participants to rate the

perspectives of the online learning experience and it should take approximately 10 minutes to

complete. There was one administration of the survey. Participants were able to complete the

survey in any setting but must complete it individually. We chose to recruit participants for this

study via the University of Tampa faculty members and through digital survey links in the

cafeteria and library from graduate, undergraduate, freshman students.

 Qualitatively, follow-up interviews were offered to survey participants. These interviews were

conducted via Zoom. Three participants were interviewed. The purpose of this interview is to

give investigators a better understanding of the challenges students are facing and its

effectiveness during COVID-19 pandemic. The interview will take about 45 minutes for

participants to complete.
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Data Analysis

The data was obtained from 19 respondents and was analyzed for the purpose of research study

“identifying the effectiveness of online learning during COVID-19” The surveys were analyzed

using descriptive statistics in order to present the information analyzed. The information

obtained was presented in the form of bar graphs and tables in order to summarize the data set in

visual form and show each data category in a frequency distribution. The tool used to collect data

is Qualtrics software. 

Results/Findings

The purpose of this study is to identify the effectiveness of online learning during this pandemic

crisis. Before the data was analyzed all the results were looked at to assist us in better

understanding the information obtained. The responses from each question on the survey were

calculated and analyzed. Students were given a choice to take the survey or decline. Once

students agreed, they were handed a smartphone to respond to their answers, while investigators

stood away to allow a natural response from each tester. The survey was hosted by Qualtrics, and

all findings were reported from the surveys gathered. Bar graphs were used to summarize the

information making the analysis convenient to interpret. The bar graph made it easier for us to

compare the information essential to answering our research question. Up till now there were 19

participants. 
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Figure 1 

The data collection starts by indicating each participant's class standing. Based on the data

analyzed in figure 1 the 57.9% (11 out of 19) are graduate students. 
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Figure 2

The next question follows up with asking students the ownership of electronic devices such as

computers or laptops which most students 94.7% (18 out of 19) answered yes.
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Figure 3 

Breakdown of question 2, since most students have an electronic device we asked which mode of

accessing the student portal/zoom/blackboard use and 74% (14 out of 19) participants chose a

laptop to access the student portal.

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Figure 4 

Followed with above questions 100% (19 out of 19) participants have availability of internet/WI-

FI connection. 
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Figure 5 

To identify if the participants think that the online lectures are more effective than traditional

classroom lectures. Based on the responses 47.37% (9 out of 19) agreed that online lectures are

more effective than traditional classroom lectures, 15.79% (3 out of 19) somewhat agreed that
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online lectures are more effective than traditional classroom lectures, 10.53% (2 out 19) strongly

agreed, neither agree nor disagreed, and somewhat agreed that online lectures are more effective

than traditional classroom lectures, 5.26% (1 out of 19) strongly disagreed that online lectures

are more effective than traditional classroom lectures, and 0% (0 out of 19) agreed that online

lectures are more effective than traditional classroom lectures.

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Figure 6

The next question asks about if the participants gained any experiences of learning in a new

online environment. Based on the responses 52.63% (10 out of 19) participants agreed that they

have gained experience of learning in a new online environment, 31.58% (6 out of 19) strongly

agreed that they have gained experience of learning in a new online environment, 10.53% (2 out

of 19) somewhat agreed, 5.26% (1 out of 19) neither agree nor disagreed, whereas 0% (o out of

19) precipitants somewhat disagreed, disagreed, and strongly disagreed that they have gained

experience of learning in a new online environment. 

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Figure 7 

For the next question, we wanted to identify if the COVID-19 has affected student’s motivation

level in participating in online lectures. Based on the responses 26.32% (5 out of 19) disagreed

that COVID-19 has affected their motivation level whereas 21.05% (4 out of 19) participants

somewhat agreed and somewhat disagreed that pandemic has affected their motivation level.

15.79% (3 out of 19) neither agreed or disagreed. 10.53% (2 out of 19) participants in fact agreed

that COVID-19 has affected their motivation level in participating in online courses. 5.26% (1

out of 19) strongly agreed whereas 0% (0 out of 19) strongly disagreed. 

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Figure 8
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The next question asks participants to describe their own experiences with online learning with

five detailed options to choose from. Based on the responses 47.37% (9 out of 19) participants

answered that they have taken a class with a few online materials, where coursework (lectures,

discussions, assignment submission and feedback) still occurred in-person. 21.05% (4 out of 19)

selected that they have taken a class with some coursework that occurred online, where the

majority of the coursework was still completed in-person. Whereas 15.79% (3 out of 19)

responded that until COVID they have never taken a course that had any kind of coursework

online. 15.79% have also responded that they have taken a class with the majority of the

coursework online, where some coursework was still completed in-person. 0% (o out of 19) no

one has chosen the option that they have taken a class with all coursework online. 
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Figure 9

This matrix question asks participants to rank the effectiveness of online learning compared to

meeting regularly in a classroom setting. The color red, purple, blue, green and yellow are the

options where participants have to rank each one of them. Based on the responses 63.16% (12

out of 19) ranked “offering convenience” number 1 stating that online is or might be much more

effective. 31.58% (6 out of 19) participants ranked “meeting individual learning needs”

differently to 2(might be effective), 3(might be equally effective), and 4(somewhat effective).

36.84% (7 out of 19) ranked “contributing to effective communication in the class” to 4 (might

be somewhat less effective). 31.58% (6 out of 19) ranked “increasing your sense of community

with the instructor and fellow students) to number 3 (online is or might be equally effective).

Whereas 26.3% (5 out of 19) selected ranking 2 (somewhat effective) and 3 (might be equally

effective) to our last option “promoting greater students interaction”.

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Figure 10

Based on the responses 52.63% (10 out of 19) students suffer from technical issues while

learning online. 36.84% (7 out of 19) selected that they don’t suffer from any technical issues

while learning online whereas only (2 out of 19) 10.53% selected yes that they suffer from

technical issues while online learning. 

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Figure 11 

Based on the responses, the same number of participants (7 out of 19) 36.84% faces the

possibility of distraction from home environment or other surroundings during online learning.

Whereas 26.32% (5 out of 19) responded yes to distractions from home environment or other

surroundings during online learning. 

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Figure 12

To identify whether the students find the motivation to get started on course is difficult or not.

Based on the responses 47.37% (9 out of 19) selected the option “Maybe” where 42.11% (8 out

of 19) participants responded that finding the motivation to get started on coursework is not

difficult. Whereas (2 out of 19) 10.53% participants do find it difficult. 

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Figure 13

Here participants are asked if they are having any difficulty understanding the course

expectations? 47.37% (9 out of 19) responded that they sometimes find it difficult to understand

the course expectations. 36.84% (7 out of 19) do not find the difficulty understanding

coursework expectation. Whereas only (3 out of 19) 15.79% finds difficulty understanding the

coursework expectations. 
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Figure 14

Based on the previous questions and participants' responses we decided to ask what class format

would students prefer? Based on the responses 52.63% (10 out of 19) participants prefer

completing coursework online, rather than meeting regularly in a classroom meeting. 31.58% (6

out of 19) participants prefer a combination of meeting in a classroom setting and completing
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coursework online. 15.79% (3 out of 19) participants prefer meeting regularly in a classroom

setting, rather than completing coursework online. 0% prefer others. 

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Lastly, we asked the participants if they have difficulty managing time. Based on the responses,

78.95% (15 out of 19) responded that they do not have difficulty managing time. 21.05% (4 out

of 19) responded that they have difficulty managing time whereas 0% responded that they have

difficulty managing time sometimes.

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Implications/Conclusions

Although the sample size was smaller than originally anticipated, the finding could be valuable

upon further data collection. As listed, data shows how students are affected with online learning

during this pandemic. According to our data students believe that online learning is better and

more effective than traditional in-class learning.

Limitations

One of the limitations in this study was the factor of time it took for IRB approval. It took a little

bit over one week and once I heard back from them I had to make edits and resubmit the

approval. This delayed the timeline in terms of sharing the survey and conducting interviews.

Another limitation was that this study could be strengthened by having a higher number of

participants with a wider range of students. 

Ethical Consideration

All participants involved in the research voluntarily participated. The participants were notified

of the research study’s purpose before they took the survey. The consent form on the survey

informed the participants that their information will be kept confidential. The responses from the

surveys were anonymous except for the participants who volunteered to participate in an

interview. To ensure that the survey and interview questions were ethically and morally sound

they were approved by the IRB before distribution.

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Future Research Suggestion

Further research may want to consider sampling a larger population of students from multiple

schools across the country. This would allow more diverse data.

Reference

Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis

due to Coronavirus pandemic. Asian Journal of Distance Education, 15 (1), I-iv. C

https://www.researchgate.net/publication/341043562_Emergency_remote_teaching_in_a_tim

e_of_global_crisis_due_to_CoronaVirus_pandemic

Liu, C.-H., The comparison of learning effectiveness between traditional face-to-face

learning and e-learning among goal-oriented users, in Digital Content, Multimedia

Technology and its Applications (IDC), 6th International Conference on. 2010.

https://www.semanticscholar.org/paper/The-comparison-of-learning-effectiveness-between-

Liu/5d71adef8e5ca1ef2d27f357a272c91e195a8dc8

Ayebi-Arthur, K. (2017). E-learning, resilience, and change in higher education: Helping a

university cope after a natural disaster. E-Learning and Digital Media, 14(5), 259–274

https://www.researchgate.net/publication/322082661_E-

learning_resilience_and_change_in_higher_education_Helping_a_university_cope_after_a_natur

al_disaster
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Kern, M., Waters, L., Adler, A., & White, M. (2015). A multifaceted approach to measuring

wellbeing in students: Application of the PERMA framework. Journal of Positive Psychology,

10, 262-271 https://www.tandfonline.com/doi/full/10.1080/17439760.2014.936962

Hodges, C. Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between

emergency remote teaching and online learning. Educause Review, (March 27, 2020).

https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-

online-learning

Appendices 

Responses 

Questions  I like distance learning but there is one problem.

1. How do you feel overall There is a difference between you having a distance

about distance learning and learning because it is your choice and you have

do you enjoy learning online distance learning because it’s a pandemic. I think

during COVID-19? during the pandemic it was intense and I felt isolated.

I had little time chatting with people on zoom

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meetings during class. During pandemic,

socialization was critical for distance learning. I think

this has changed my focus a little bit but overall, I

think taking online classes is easier somehow and it

gives me a break from every day in-person meetings.

It is kind of a therapy.

2. Do you believe online It depends on individuals, I think for me yes, it is

learning is effective during effective. I know what I need so it really did not make

COVID? Please explain. any big difference for me. But it depends on people,

maybe for other individuals it can be complicated.

3. Availability of Yes, the connection is good.

internet/WIFI connection at

home? (Y/N)

4. How would you describe Well, I have to take that into consideration since I

your own experience with have a daughter. I have to manage between sharing a

online learning during computer with her and since she also has online

COVID? classes.

5. How much time do you About 4 hours

spend each day on average

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on distance learning?

6. During COVID-19 how It has been pretty much effective as I mentioned

effective has online learning earlier.

been for you?

7. What do you think is or I believe the greatest benefit is we all are safe at home

might be the greatest benefit from this virus. There is convenience and

of online learning during comfortability and I also think it saves us a lot of

COVID? time. My favorite part is not driving and staying out of

traffic.

8. What do you think is or Uncertainty of time, not knowing what is going to

might be the greatest happen next, what will be the situation like. For me it

drawback of online learning is important to know what is going to happen or what

during COVID? to expect. For example, I didn’t know if I am going

back to school, is it going to be face-to-face meetings

or not, I didn’t know how my graduation was going to

be. Not knowing was the greatest drawback for me

with online learning during this pandemic. 

9. Do you believe online No, it does not affect my motivation level. I know what
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learning has affected your the course expectations are so I know what I need to

motivation towards do. 

education during COVID?

Please explain

10. How well could you manage I think I manage time pretty well. It depends on the

time while learning online situation again, with your home environment and

during COVID? other coursework expectations.

11. Are you satisfied with the Yes, I am satisfied. I think we all are using the

technology and software you same technology “zoom” since pandemic. This is

are using for online learning? the most basic software I use for my online classes.

Appendix 1 - Screenshot of the Survey (Excerpt)

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Appendix 2 – Survey Questions

1. Please indicate your class standing.

2. Ownership of a Computer/Laptop:(Y/N)

3. Mode of accessing the student portal/zoom/blackboard

4. Availability of internet/Wi-Fi connection at home:(Y/N)

5. Online lectures more effective than traditional classroom lectures

6. Gained experience of learning in a new online environment

7. COVID-19 have affected your motivation level in participating in online lectures

8. How would you describe your own experiences with online learning?

9. Please rank the effectiveness of online learning compared to meeting regularly in

a classroom setting.

10. Do you suffer from any technical issues while learning online?

11. Possibility of distractions from home environment or other surroundings during

online learning

12. Finding the motivation to get started on coursework is difficult

13. Are you having difficulty understanding the course expectations?

14. What class format do you or would you prefer?

15. Do you prefer meeting regularly in a classroom setting (COVID style classroom

with masks and 6 feet apart)?

16. Do you have difficulty managing time?

Appendix 3 – Informed Consent Form

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Informed Consent 
University of Tampa

Project title: Identifying the effectiveness of online learning during COVID-19 pandemic

Principal investigator: Muxitake Kamila, muxitake.kamila@spartans.ut.edu, Graduate Student

Purpose of Project: The goal of this project is to identify the effectiveness of online learning

during coronavirus outbreak and how to overcome its challenges. 

Procedures: The survey be emailed to University of Tampa students. Participants who fall within

the given demographic will be surveyed and interviewed about their experience with online

learning. The survey should take about 5-7 minutes. Interviewers will conduct interviews in a

way that is most comfortable for all the interviewee. The interviewee will be scheduled for 15-20

minutes. The participants interact with a computer or their mobile devices for the survey but the

interviews will be either carried out on call or via zoom. 

Risk/Benefits: There is no known potential for physical or social harm in this study. Students

will provide their opinion to help the study, but they will also benefit from their participation by 

Confidentiality: Data collected for this study will be confidential. The researchers will be the

only ones with access to collected data. All participants must sign the consents form that allows

the use of their responses for this study. All signed consent forms and data collected will be held
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privately, and securely with the principal investigator. There will be no requests for follow-up

data and no attempts will be made to contact participants once the study has ended. 

Personal identifiers from the collected data might be removed and the data may be used for

future evaluation projects without additional informed consent from you. 

CONDITIONS OF PARTICIPATION

Participating in this project is voluntary, and the refusal to participate or withdrawing from

participation at any time during the project will involve no penalty or loss benefits to which the

subject is otherwise entitled. The principal investigators may terminate the participation of a

subject or the project entirely without regard to the subject’s consent. In the event of questions or

difficulties of any kind during or following participation, the subject may contact the Principal

Investigator by email. 

CONSENT

I have read the above information and my questions and concerns, if any, have been responded to

satisfactorily by project staff. I believe I understand the purpose, benefits, and risks, if any of the

study, and give my informed and free consent to be a participant. 

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SIGNATURE

DATE