Online Teaching and Learning: Effectiveness and
Challenges
Panthayil. K. Baburajan*1, Silishi Noushad2, Tarig Faisal3 and Moath awawdeh3
2022 Advances in Science and Engineering Technology International Conferences (ASET) | 978-1-6654-1801-0/22/$31.00 ©2022 IEEE | DOI: 10.1109/ASET53988.2022.9734851
1
Department of General Studies, Higher Colleges of Technology, Abu Dhabi, UAE
2
E-Learning Officer, Higher Colleges of Technology, Abu Dhabi, UAE
3
Faculty of Engineering, Higher Colleges of Technology, Abu Dhabi, UAE,
* pbaburajan@hct.ac.ae
Abstract— This research investigated the effectiveness and
challenges of learners and teachers of online mode of course
delivery which increases recently due to the COVID 19
pandemic. A survey was carried out among a sample of teachers
(34) and students (204) from India and the UAE. While a great
majority of students valued the virtual platforms for studying at
their own pace and effectiveness in making up the missed lessons,
they were greatly concerned with connectivity issues, their lack of
opportunity to have direct interaction with their teachers and
peers. Hence, they preferred face-to-face or hybrid mode of
learning, where they could enjoy the benefits of face-to-face and
online learning. On the other hand, the teachers considered
convenience in grading the assessments and tracking students’
progress as the chief advantages of the online teaching model.
Nevertheless, the teachers cited that connectivity issues, poor
classroom interaction, and the inability to engage students as
their significant challenges in the virtual teaching environment.
Keywords— online teaching; online-learning; student
engagement; hybrid learning; interactive tools, classroom
interaction
I. INTRODUCTION
Technology has a vital role in our everyday life. In the
education sector, significant changes are occurring in both
teaching and learning processes where the impact of
technology is powerful [1]. The education technology is
drifting from the conventional classroom system to technology-
oriented systems such as blended learning, online learning, and
flipped classrooms [2]. The online learning is a method of
learning of which learners are a part of instructors and using
technology to access learning material [3] In general, they are
two types of the online learning; synchronous and
asynchronous [4]. In the Synchronous learning with a set
schedule and required login times, students are experience the
course in real time virtually [5]. On the other hand, the learners
are able to access the course material without time or place
restriction in the asynchronous learning. Researchers consider
that the key feature of online learning is that it provides the
opportunity for learners to learn anytime at any place [6].
However, online education is not a simple process and requires
careful planning, designing, and determination to create an
effective learning ecology. Many factors such as activities,
navigation, structure as well as tools and features are to be
considered in designing, and implementing the online courses
[2]. Assessment and hands-on project should also be
considered as they play a crucial rule on achieving the course
learning outcomes [7-8].
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In the past two years the utilization of the online learning
environments was the highest due to the COVID-19 pandemic.
Most of the higher education institutes had to migrate from
face to face (F2F) course delivery to online learning model. It
was not an option but rather it became a necessity for the
higher education institutes to deliver their curriculum. During
this period many advantages and challenges have been
disclosed due to the intensive use of the online learning model.
In Qatar a study was conducted to evaluate the effectiveness of
online education during COVID-19 pandemic [9]. A survey
was conducted in Qatar University based on 31 faculties and
115 students in the Computer Science department to evaluate
the obstacles and limitations of online education. Four factors
were considered; Technical issues, online teaching difficulties,
online exams, and grading. The study revealed that 50% of the
participant are satisfied with online education while the others
preferred F2F education. In general, the study listed some
challenges of online education from different aspect including
infrastructure (internet connectivity problem and software
installation), assessment (grading system, increasing of the
number of quizzes and assignment, weekend assessments, and
poor interaction of the faculties). On the other hand, the
reported the flexibility of the time, management of the time,
and friendly environment as advantages of online education.
To identify the readiness of institutions, faculty, and students
for the COVID-19 pandemic, a study was conducted in
Indonesia utilizing 250 participants [10]. The study aimed to
identify the real impact of the online learning compares to the
onsite learning mode. The results showed that 66% of
respondents prefer online learning while the others prefer the
F2F model. Webinars and online learning platform play an
important role during the COVID 19 pandemic. Using
webinars and some other online learning platform as a teaching
tool during the COVID19 pandemic was investigated [11]. 38
faculty were include in the survey during this study to examine
their acceptance and feedback of the online learning platform.
The results disclosed that 68.4% of the participant prefer the
use of Go-To-Webinar platform, 7.80% prefer the Microsoft
Teams, 13.15% prefer the Google Meet, and 10.52% prefer the
Zoom platform to conduct live webinars. Additionally, the
study indicated that using webinar technology, 68.4% of the
faculty members have achieved the course learning outcomes
of their respective while 26.3% have marginally achieved, and
5.3% of faculty members have not achieved the learning
outcomes. The impact of the COVID-19 pandemic disruptive
on learning, teaching and assessment LT&A is studied in
computer science discipline across the world [12]. The survey
includes 2,483 international educational practitioners of which The study employed a survey method to collect primary data.
1,465 (59%) from higher education and1019 (41%) A survey method is widely recognized as a suitable descriptive
respondents from schools. Out of this number 327 participants tool to gather information on attitudes, values, perceptions, and
indicated that they taught CS. The study showed that in regards experiences of individuals [15]. Hence, a survey method was
to Facilitating the LT&A, those who work in schools were utilized in this research. In order to facilitate the survey and
significantly more likely to say they were prepared than those ensure uniformity of information, it was decided to develop
in HE. On the other hand, the students from higher education specific questionnaires for faculty members and students. The
are more confident to access engage with LT&A than those Draft versions of the faculty and student questionnaires were
from the schools. Based on 224 students from 26 universities initially developed and were subject to peer evaluations. The
in Indonesia, a study was conducted to evaluate the students’ items for the final questionnaire were decided based on the
satisfaction with the online learning services [13]. The study feedback from the peer evaluations. Fig. 1 shows the block
revealed that 40% of the students are either dissatisfied or very diagram of the items that have been considered in the survey
dissatisfied. The lecturers’ guidance and the limitation of the from the students' and the faculty's perspectives.
internet access are some of the factor that caused this
dissatisfaction. Students' perceptions of online learning were
studied during the COVID19 pandemic in south Indian college
students [14]. The study involved a total of 125 under
graduating UG students and 125 were post graduating PG
students. The study showed that more than 58% of the students
are interested on traditional learning while 77% are interested
on offline laboratory. Additionally, PG students are more
comfortable with the E- learning than UG students
In line with the above research, this study aims to analyze
the effectiveness of online learning processes in educational
institutions which increases recently due to the COVID19
pandemic by identify the drawbacks and the gaps that could be
enhanced to ensure achievement of the learning outcomes.

II. RESEARCH METHOD

The goal of the current study is to analyze the effectiveness
of online learning processes in educational institutions.
To achieve the above goal, we considered the following
specific objectives in this research:
1. To what extent students and teachers are satisfied with
online learning and learning.
2. To understand students' and teachers' perceptions and
opinions on the functions and effectiveness of online
learning/teaching platforms.
3. What are the challenges of online teaching and
learning?
The study considered 34 teaching faculty and 204 students.
Fig. 1. Block diagram of the considered survey items
The Statistical Package for Social Sciences (SPSS) was
employed to analyze the data. The SPSS is a powerful
statistical tool to analyze survey data. We employed descriptive
measures and cross tabulations to analyze the data.
A. Respondents’ profile
The students’ sample consisted of 204 individuals, of which
50.5 % were from India and 49.5% from the UAE. 73.5% of
the sampled students were females. While nearly half of the
respondents were arts/science students, 28.9% studied
engineering, and the remaining 20.6% majored in business

TABLE I. RESPONDENTS’ PROFILE

Student’s Profile Frequency (%) Teacher’s Profile Frequency (%)
Country UAE 101 (49.5) Country UAE 28 (76.5)
India 103 (50.5) India 6 (23.5)
Gender Male 54 (26.5) Gender Male 23 (67.6)
Female 150 (73.5) Female 11 (32.4)
Major Engineering 59 (28.9) Age < 30 3 (8.8)
Business 42 (20.6) 30-39 7 (20.6)
Arts/ Science 103 (50.5) 40-49 12 (35.3)
Year of Study Year 1 27 (13.2) 50-59 8 (23.5)
Year 2 35 (17.2) ≥ 60 4 (11.8)
Year 3 24 (11.8) Division Engineering 15 (44.2)
Year 4 118 (57.8) Business 6 (17.6)
GARD 6 (17.6)
Other 7 (20.6)
TOTAL 204 (100) TOTAL 34 (100)

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courses. The majority of the students (57.8%) were final-year
undergraduate students. There were 34 teachers included in the
study, of which the majority (67.6%) of them were males and
teaching (76.5%) in the UAE. A significant proportion (65.3%)
of the teachers belonged to the 40-49 age group and the
teaching faculty of the engineering divisions (44.2%).
III. RESULT AND DISCUSSION
A. Students’ satisfaction with online learning and their
preference
Tables (II) and (III) provide information on the level of
satisfaction with online learning. It has been found that while a
great majority (64.2%) of students expressed their satisfaction
with online learning, the majority (46.1 %) of them preferred
face-to-face learning followed by a combination of face-to-face
(28.4%) and online learning methods. This is an interesting
scenario that, on the one hand, students are quite satisfied with
the online method of learning; they still prefer either face-to-
face or a combination of face-to-face and online mode on the
other hand. Perhaps, these students are exposed to both fully
face to face and online learning platforms before the pandemic
and during the pandemic. Hence, they experienced both the
pros and cons of each method. Students worldwide had the
opportunity to continue their learning in the online platform
during the pandemic period, for which they are quite happy as
they realize that in the absence of which they would have been
deprived of the opportunity to learn during the long lockdown
period. However, given a chance, they would like to go back to
the face-to-face mode of learning or would like to have a
combination of face-to-face and online modes of learning so
that they could enjoy the benefits of both.
TABLE II. STUDENTS’ SATISFACTION WITH ONLINE LEARNING
Satisfaction Frequency
Highly Dissatisfied 10
Dissatisfied 12
Neutral 51
Valid
98
Satisfied
Highly Satisfied 33
Total 204
TABLE III. STUDENTS’ MODE OF LEARNING PREFERENCE
Preferred mode of learning Frequency
Face to Face 94
Online Learning 47
Combination of on-line & Face to face 58
No preference 5 2.5
Although the general trend among students is that they
were satisfied with online learning (as shown in Table II) but
preferred a complete face-to-face method of delivery or a
combination of face-to-face and online modes (as shown in
Table III), it is worth knowing the extent to which students in
India and the UAE foster this opinions and preference.
Therefore, we ran cross-tabulation to understand the specific
scenario. Tables (IV and V) provide the country-specific
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pattern of students’ attitudes and preferences towards different
content delivery modes. It has been seen that while the
proportion of students with higher levels of satisfaction
remained the same across the regions, those with a moderate
level of satisfaction are quite different in India and UAE. This
distinct pattern of satisfaction is found to be statistically highly
significant. When more than half (57.3%) of the entire students
from India were moderately satisfied with the online learning
mode, only 38.6% of UAE students expressed their satisfaction
with this learning method. Interestingly, a sizable proportion of
students from both regions remained undecided about their
satisfaction with online learning mode. While 17.5% of the
sampled students in India remained neutral, 32.7% of students
from the UAE are indecisive of this mode of learning. It is
apparent that undergraduate students in India and the UAE
foster slightly different opinions on online learning. Only a
negligible proportion of students from India and the UAE
expressed their dissatisfaction with online learning. We also
looked at the country-specific variations on the preferred mode
of learning by cross-tabulating the data. The analysis reveals
that the relationship between respondents' country and their
preferred mode of learning is statistically highly significant
(0.01 level). Table (V) shows that the highest proportion of
students prefer face-to-face learning (46.1%), followed by a
combination of online and face-to-face learning (28.4%) and
fully online (23.0%) methods of learning in general. The
preference pattern of the UAE students is consistent with the
general trend; however, a slightly different pattern of
preference could be seen in the case of the Indian sample. The
highest proportion (43.7%) of Indian students preferred the
fully face-to-face method, followed by fully online mode
(32.0%) and a combination of online and face-to-face mode
(28.4%). The highest proportion of students across the samples
preferred the face-to-face method of learning. It is apparent that
non-human interaction is a concern with online learning, which
was reflected in students' preferences from both India and the
Percent
UAE. Although education's major purpose is teaching the
4.9 subject matter, its supplementary social function is also
5.9 significant. Perhaps, the young adult students value this
25.0 function the most. The schools and universities are significant
48.0 contexts for students to have meaningful social interaction and
fun. The fully online mode of study would not fulfill this
16.2
important social need. The importance of the human element
100.0 in learning is noted by other researchers as well. The lack of
human connection and limited scope for human interactions are
the biggest challenges to online education, leading to poor
motivation and increased frustration among online learners [7-
Percent
46.1
8]. It has been seen that a higher proportion of students in the
23.0 UAE preferred fully face-to-face and a combination of face-to-
28.4 face and online modes of education compared to their Indian
counterparts. Perhaps, the value and importance of human
interaction are more severely felt by the UAE students. It might
be the case that students from the UAE may not have many
opportunities for social interactions and socialization.
Therefore, they considered their mode of education must offer
the opportunity to stratify this social need. The non-human
context created by the online learning environment will deprive
them of this valuable opportunity.
 TABLE IV. STUDENTS’ SATISFACTION WITH ONLINE LEARNING PER COUNTRY
Satisfaction
Count Total
Highly Dissatisfied Neutral Satisfied Highly Satisfied
Dissatisfied
Countr UAE Count 3 9 33 39 17 101
y % within 3.0% 8.9% 32.7% 38.6% 16.8% 100.0%
India Count 7 3 18 59 16 103
% within 6.8% 2.9% 17.5% 57.3% 15.5% 100.0%
Total Count 10 12 51 98 33 204
% within 4.9% 5.9% 25.0% 48.0% 16.2% 100.0%

TABLE V. STUDENTS’ MODE OF LEARNING PREFERENCE PER COUNTRY

Learning Preference
Count Face to Face Online Learning Combination of on- No preference Total
line & F2F
Country UAE Count 49 14 36 2 101
% within 48.5% 13.9% 35.6% 2.0% 100.0%
India Count 45 33 22 3 103
% within 43.7% 32.0% 21.4% 2.9% 100.0%
Total Count 94 47 58 5 204
% within 46.1% 23.0% 28.4% 2.5% 100.0%

TABLE VI. STUDENTS’ OPINION ABOUT THE EFFECTIVENESS OF THE

At the same time, they do value the positive features of ONLINE FUNCTIONS
online learning platforms as well. Their preference towards the
face-to-face or a combination of face-to-face and online modes

% Disagree
Students’

% Strongly

% Strongly
% Not sure
of learning conveys this element. Perhaps, many university

% Agree
Disagree

% Total
Opinion on

agree
students in India are either part-time employed or would like to
online
take part-time jobs. An online mode of education would be effectiveness
more convenient for them; that might be the reason why a
sizable proportion of them preferred online learning. Since the Easy to 11 9 30 82 72 204
online mode of course delivery has become an integral part of makeup (5.4) (4.4) (14.7) (40.2) (35.3) (100.0)
education, it is essential to understand the specific utility of Missed classes
various functions of different online platforms. Table (VI) Learn at own 14 10 41 95 44 204
provides information on which was reflected in students' Pace (6.9) (4.9) (21.1) (46.6) (21.6) (100.0)
preferences from both India and the UAE students' opinions
about two common features of online education, such as B. Teachers’ satisfaction and opinion about online teaching
convenient for "compensating the missed lessons" and to "learn
according to own pace." Since teachers are also important stakeholders of online
education, it is interesting to know the extent to which they are
An overwhelming majority of students considered that satisfied with online teaching and their perception of the
online education is better suited to compensate for their missed usefulness of different features of online education. It is found
classes. The availability of the session recordings and class that a vast majority (79.4%) of teachers were either moderately
materials is an important feature of online education. The or highly satisfied with the online mode of teaching, as shown
students will be able to access the session recordings any time in Table VII.
and any number of times at their convenience. Hence, if they
miss any session, it will not be hard to catch up on the lessons.
TABLE VII. TEACHERS’ SATISFACTION WITH ONLINE TEACHING
The benefit of this feature was duly acknowledged and
appreciated by the students. Allowing students to study at their Satisfaction Frequency Percent
own pace is another positive feature of online platforms. About 3 8.8
68.2% of students either moderately or strongly agreed that this Dissatisfied
function is an effective dimension of online education. Neutral 4 11.8
However, a sizable proportion of students (21.1%) were quite Valid Satisfied 21 61.8
unsure about the "learning at their own pace" utility of the
Highly Satisfied 6 17.6
online mode. It is also worth noting that about 10 to 11 % of
students were not really convinced with these two utilities of Total 34 100.0
the online mode of study. Perhaps, they needed a human-
facilitated support system to learn the subject matter and to
compensate for their missed classes. Table VIII revealed that teachers were also seemed to have
reasonably contended with the beneficial features of online

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 TABLE VIII. TEACHERS’ OPINION ON ONLINE EFFECTIVENESS TABLE IX. PERCEIVED CHALLENGES
Major Frequency (%) Major Frequency

% Disagree
Teachers’ Issues/Students Issues/Teachers (%)

% Strongly

% Strongly
% Not sure

% Agree
Disagree

% Total
Opinion on 119 (58.3) 52.9

agree
Connectivity Connectivity
online
effectiveness 11 (5.4) Classroom 17.6
Infrastructure
interaction
Boring/Tiring 16 (7.8) Student engagement 26.5
2 4 2 14 12 34
Grading (5.9) (11.8) (5.9) (41.2) (35.3) (100.0) 5 (2.5) Assessment & 2.9
Fear of taking exam
Monitoring
3 2 3 12 14 34 No opportunity to 23 (11.3)
Tracking (8.8) (5.9) (8.8) (35.3) (41.2) (100.0) interact with - -
teachers/Peer
No chance for 8 (3.9) -
-
direct learning
teaching. An overwhelming proportion of teachers (76.4%) No difficulties/ 22 (10.8) -
opined that they were convinced that assessment grading and -
challenges
tracking students' progress are quite effective in the online Total 204 (100%) Total 34 (100%)
teaching mode; their level of agreement ranged from moderate
to strong. Teachers tend to spend a huge amount of time
grading assessments and tracking students' progress in than a quarter (26.5%) of teachers felt that engaging students in
traditional face-to-face teaching. However, the assessments set online classes are an important concern. It is apparent that the
up in the online platform make it significantly quicker, easier, teachers cannot effectively engage their students in the online
and accurate. Similarly, most of the online teaching platforms sessions even though various tools such as breakdown groups,
have built-in ways to monitor the progress of students polls, discussion boards, wiki, emojis, etc., are available on
conveniently and effectively. The teachers in the sample were different online learning platforms. Perhaps the impersonal
quite contended with these features and recognized that these setting in the virtual environment is appeared to be less
are the important beneficial features of online education. effective in motivating students. The inability of online
platforms to maintain a reasonable level of student engagement
C. Challenges of online teaching and learning is noted by Jia, Hew, Bai, & Huang [16]. They revealed that
Although online education has several useful features, it the teacher-learner and learner-learner interactions during class
has a number of challenges. Both students and teachers were would certainly enhance students' cognitive and affective
asked about the major challenges they usually encounter with engagement. It may be appropriate for the teachers and course
online teaching/learning, the results of which are presented in developers to embed the online lessons with exciting activities
Tables (IX & X). It has been found that connectivity (58.3%) to enhance student engagement. Researchers in education
was the major issue encountered by the students, followed by technology strongly advise creating and integrating blended
their inability to interact with teachers/peers (11.3%) directly. elements and activities into online courses to enhance students'
The connectivity problem was identified as the major challenge engagement [17]. We ran cross-tabulations to understand any
by the teachers, as shown in Table IX. The delivery of online country-specific variations on the perceived challenges of
classes requires an internet connection with a strong bandwidth online education. The analysis was carried out for both students
as the sessions are live-streamed and involve video and teachers separately. However, the results were statistically
presentations. Therefore, students with the poor connection significant only in the case of students. Hence the result for
would face the connection problem frequently. This problem is teaches is not included here. It can be seen from the Table (X)
found to be quite serious across the regions. The online learners that the relationship between the country of study and
do not have the opportunity to interact with their teachers and perceived challenges is statistically significant (0.04 level).
peer directly, which was another important concern cited by The connectivity issue is the major challenge students perceive
students and teachers. Although several online tools are in the UAE, followed by their inability to interact with teachers
available for online learners to interact with teachers and peers, and peers directly. This result aligns with their preferred mode
the learners are not comfortable with the impersonal interaction of learning, where the majority of the UAE students preferred a
offered in the virtual learning environment. Another pertinent complete face-to-face and hybrid mode of learning that
challenge raised by teachers is poor student engagement. More combines face-to-face and online teaching.
TABLE X. STUDENTS PERCEIVED CHALLENGES PER COUNTRY
Major Issues
difficult
opportu
Connec

Boring/

ies/chal
directly
interact
Infrastr

Fear of

nity to

learnin
chance

lenges
ucture

Tiring

taking

direct
exam

Total
tivity

with
No

No

No
for

Country UAE Count 54 5 9 5 14 5 9 101

% within 53.5% 5.0% 8.9% 5.0% 13.9% 5.0% 8.9% 100%
India Count 65 6 7 0 9 3 13 103
% within 63.1% 5.8% 6.8% 0.0% 8.7% 2.9% 12.6% 100%
Total Count 119 11 16 5 23 8 22 204
% within 58.3% 5.4% 7.8% 2.5% 11.3% 3.9% 10.8% 100%

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This result appeared to point towards the inability of online
education to fulfill the valued social functions of education.
The UAE students are appeared to miss this dimension quite
deeply than their counters from India. The connectivity issue
was the most significant problem with Indian students as a vast
majority of them expressed that internet issues are a significant
constraint. Connectivity is reported to be the major constraint
in online education. Poor internet connectivity is the most
common and severe problem encountered by teachers and
learners that hinders achieving good results and satisfaction in
online education [18-19].
IV. CONCLUSION
This research investigated the extent to which students and
teachers are satisfied with online teaching/learning, the pros
and cons, and their preferences during the COVID19
pandemic. The students, in general, were satisfied with online
learning, and they preferred a complete face-to-face method of
delivery or a hybrid mode of learning. However, most students
in UAE and India expressed their discomfort with virtual
learning. While they valued the virtual platforms for studying
at their own pace and effectiveness in making up the missed
lessons, they were greatly concerned with connectivity issues
and their lack of opportunity to interact with their teachers and
peers directly. Hence, they preferred face-to-face or hybrid
learning mode, where they could enjoy the benefits of face-to-
face and online learning. On the other hand, the teachers
considered convenience in grading the assessments and
tracking students' progress the chief advantages of the online
teaching model. Nevertheless, the teachers cited connectivity
issues, poor classroom interaction, and the inability to engage
students as their significant challenges in the virtual teaching
environment. Therefore, it is necessary to embed the teaching
and learning strategies with serval virtual interactive tools to
make the learners' and teachers' experience more effective and
rewarding.
ACKNOWLEDGMENT
This work is supported by higher colleges of Technology
(HCT), Applied Research, 2021.
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