Siw 2 Zhorabekova Togzhan 229-group

CASE STUDY

Theme: “Computerphile”

Read the scenarioof the case. Think about the following situation.

Due to the pandemic situation, traditional classes have switched to online

lessons. It’s clear that the most of students are proficient in digital technologies,
as they can easily use various websites, applications, platforms and social media
on a daily basis. But when students started studying online, there were
difficulties with conducting lessons, because it was difficult for students to work
with online platforms. The complaints concerned the difficulty of using the
platforms, which led to the procrastination of students. They claim that the tasks
were not completed on time due to technical problems or they attached the task,
but it disappeared. What can be done in such situations?

Online learning, also known as distance education or eLearning, refers to the

delivery of educational content and instruction through the internet. It allows
students to take courses and earn degrees remotely, without the need to be
physically present on campus. Online learning can take many different forms,
such as web-based courses, video conferencing, and self-paced learning
programs. It is becoming an increasingly popular way for students to access
education, as it offers flexibility and convenience.

The education system has faced an unprecedented health crisis that has shaken
up its foundation. Given today’s uncertainties, it is vital to gain a nuanced
understanding of students’ online learning experience in times of the COVID-19
pandemic. Although many studies have investigated this area, limited
information is available regarding the challenges and the specific strategies that
students employ to overcome them. Thus, this study attempts to fill in the void.
Using a mixed-methods approach, the findings revealed that the online learning
challenges of college students varied in terms of type and extent. Their greatest
challenge was linked to their learning environment at home, while their least
challenge was technological literacy and competency. The findings further
revealed that the COVID-19 pandemic had the greatest impact on the quality of
the learning experience and students’ mental health. In terms of strategies
employed by students, the most frequently used were resource management and
utilization, help-seeking, technical aptitude enhancement, time management,
and learning environment control. Implications for classroom practice, policy-
making, and future research are discussed.