Reflecting on the Impacts of Online Learning on Education during the COVID-19 Pandemic Lockdown(s)
- Has online education been education’s saviour?
- Can innovation benefit some, while disadvantaging others?
I will answer this primarily based on my experience as an educator in the developing Pacific; ours is a third world region which is still recovering from the economic and social disruptions caused by the pandemic lockdown(s).
When Samoa's entire education system went completely virtual, almost (literally) overnight, I was course coordinator for the National University of Samoa's biggest English Language course offering. We had an enrollment of nearly one thousand students, ninety-six to ninety-seven percent of whom had never experienced online learning before, and who also had educational resource accessibility barriers of various kinds. Online learning meant that we were able to complete the course, have end-of-semester results ready for scholarship donors and other stakeholders, and award transcripts to students as usual. It was, in that respect, a 'preserver' of teaching and learning. The question of whether it was a 'savior' is something I don't think I'll ever be able to confidently answer.
The forced advent of widespread online teaching and learning in my country created barriers which had not previously existed. It also highlighted economic, geographical and social inequities which had not previously been recognized as overly 'problematic'. Online education exposed the fact that some students were living in homes where one cellphone was shared among ten or twelve people, at regulated intervals throughout the week. It brought into uncomfortable focus the cultural pressures some students lived under: increased technological connection meant that I and several colleagues of mine received messages from students at odd hours seeking support as they were unable to submit assignments or attend online tutorials due to everything from family violence to emotional stress caused by the seemingly unending and 'ominous' feeling of being on lockdown. The word saviour is curious in this context. Being constantly in virtual contact with my students during the pandemic made me realize just how little I could do to 'save' (or at least help) most of them.
- Does it offer more desirable choices?
- Which innovations really disrupt education in a lasting and positive way?
For my region, I'd argue, from experience, that in many cases, it doesn't offer a completely new set of much better options for learners, but rather an alternative list of choices which have their own pros and cons, but which learners may weigh out against their current learning environments.
Students who live in rural areas in my country, particularly the outer islands and coastal villages which are furthest from our capital city (Apia), often report that internet connectivity where they live is not conducive for study. In this light, the question of 'more desirable choices' does not apply at all. No access means no choice(s).
Learning online gave many of my students optimal time and space to have their assignments edited or reviewed by both human and AI third parties. This was both a positive and negative effect of the lockdown's online learning era in my region. Some students copied answers straight from Google during tests, had their assignments written by older siblings or parents, or took screenshots of their tutorial activities to send to their friends. These are all desirable 'choices' (I.e. 'abilities') from a learner's perspective. Not so much if you were an educator struggling to measure your students' actual level(s) of competency or understanding for key learning outcomes.For a very tiny percentile of our population, myself included, however, online learning has been most helpful. I was able to complete my mandatory government-issued teaching certificate during the lockdown. The free time, flexible deadlines and access to a greater resource pool were a great help as I juggled work, family responsibilities and studies. I acknowledge, however, that my ability to even access these resource on a regular basis (I.e. I had internet access and a working laptop and smartphone) definitely gave me an advantage that many people in my region still don't have.
MOODLE usage 'invaded' Samoa's very traditional post-colonial chalk-and-board education system in 2020. Social media, particularly Facebook and Facebook Messenger, also came into focus as avenues for tutorial group 'meetings' and 'announcements'. To this day, the Vocational Faculty where I lecture has 'Messenger' as an approved and encouraged mode of communication among tutorial groups (including their tutors). This 'disruption' has upended the 'rule' of formal email platforms such as GMail and Yahoo as the primary and socially-approved means of learner/teacher communication. It has resulted in faster, more efficient, more comfortable transmission of important logistical and content-related information. It has also caused some issues with staff reporting 'harassment' from students who are now able to contact them 24/7 and ask for information such as assessment results or request special favors such as resitting assessments. The informal nature of social media produces this type of 'confidence'.
Claire Flynn Post 2 in reply to 1
• 15 February 2025, 3:15 PM • Edited by the author on 15 February 2025, 3:37 PMThank you for sharing your insights Jasmine. Your reflections were incredibly thought-provoking and provided me with a depth of understanding I might not have gained otherwise.
Despite the differences in our regions, I found some of the experiences you described resonated with my own. While the challenges my institution faced were relative, there were striking parallels. I too consider that the 'punctuated equilibrium' (Seibel, 2019, pp.36), prompted by the sudden shift to '….Online education, exposed....educational resource accessibility barriers.... and … economic, geographical, and social inequities that had not previously been recognized as overly 'problematic' (Koria, 2015). For me it highlighted the struggles of marginalised learners and associated systemic gaps. During that time, I worked as a Wellbeing Advisor, supporting students experiencing difficulties that impacted their studies and overall well-being for various reasons.
One particular group I worked with was part of an initiative designed to enable access to higher education for individuals diverted from the criminal justice system. Many of these learners led modest lifestyles with limited or no access to technology and non-existent support networks. They relied heavily on physical learning spaces for technological access and academic support. While some resources were available to assist those most in need, they often fell short of providing realistic solutions, which added further pressure and increased their risk of disengagement, well-being concerns, and potential recidivist behaviour. In one case, it became necessary to draw upon community support to implement an effective solution.
This experience made me reflect on how institutions can sometimes be out of touch with the learners they aim to support through widening participation policies and initiatives. I believe privileged assumptions were made when transitioning to online learning and setting criteria for hardship support. There was an implicit expectation that students in a region like mine would have access to essential resources, which overlooked those who did not and for whom '...physical access ...[was the]...only access...' (Koria, 2015).
I also agree with your point about the varied impact of the shift to online learning. '...It doesn't offer a completely new set of much better options for learners, but rather an alternative list of choices which have their own pros and cons, but which learners may weigh out against their current learning environments..' (Koria, 2015). While most of the students I worked with had access to technology and the necessary digital skills to enable a relatively seamless transition, others faced significant challenges. Some were forced back into home environments they had actively removed themselves from by attending university. For these students, access to technology was irrelevant in the face of poor and sometimes unsafe learning environments.
Interestingly, I observed that while some students struggled with the transition, others thrived in remote learning environments. Like you, they used '...The free time, flexible deadlines and access to a greater resource pool ....[in order to juggle]....work, family responsibilities and studies..' (Koria, 2015). Some learners valued the temporary nature of online learning, while others expressed a preference for it to become a permanent option. However, students in the latter group were often categorised as 'at risk' due to minimal or no physical engagement, despite demonstrating strong academic performance and progression. This led me to question why a hybrid or flexible learning approach had not been adopted sooner. It raised important considerations about how universities define student engagement and success, and whether traditional metrics truly reflect the diverse needs and circumstances of learners.
Dr Olatunde Duruwoju, Associate Dean (Diversity and Inclusion), Liverpool John Moores University perhaps offers insight in his discussions on how educators must consider how to implement technological change with the...'intentionality of being inclusive.…[to].... ensure that students are having equity of experiences and …. design.....is inclusive of everyone who is in that space.' However, he does caution that '…the cost of agency is an important consideration'….[for] ....educators to find the time and space.....to adapt to new technologies and develop skills.' (Nahar, 2024, 8:21)
Koria, J. (2025) 'Reflecting on the Impacts of Online Learning on Education during the COVID-19 Pandemic Lockdown(s)', Has online education been education’s saviour?, in H88025B: Technology-enhanced Learning: Foundations and Futures. Available at: https://www.open.edu/openlearncreate/mod/forumng/discuss.php?d=14606 (Accessed: 15/02/2025).
Nahar, N. (2024) TIRIgogy ConnectEd Podcasts: From bias to belonging: Inclusive AI in Higher Education (Part-2)-Featuring Dr Olatunde Duruwoju, Associate Dean (Diversity and Inclusion), Liverpool John Moores University.. [Podcast]. 01 December 2023. Available at: https://creators.spotify.com/pod/show/tirigogy/episodes/From-Bias-to-Belonging-Inclusive-AI-in-Higher-Education-Part-1--Featuring-Dr-Olatunde-Duruwoju--Associate-Dean-Diversity-and-Inclusion--Liverpool-John-Moores-University-e2bbi80. (Accessed: 07/02/2025).
Siebel, T.M. (2019) Digital transformation : survive and thrive in an era of mass extinction. 1st ed. New York: RosettaBooks.
Has online education been education’s saviour?
In his article “The effects of online education on academic success: A meta-analysis", Hakan Ulum ran an analysis from 2010-2021 to establish the effect of online education on academic performance. This was mainly due to the Covid Pandemic and researchers wanted to see if there was an improvement or a decline in grades with regards to online learning. The data used in the article does suggest that online learning has been beneficial.
However, the data only suggests a moderate improvement, so it does feel that whilst plausible that online education has helped, it may not go as far as being a saviour. It is understood that there are many different learning styles and platforms so; to assume online education is a saviour doesn’t take into consideration educating in a person-centred way.
Does it offer more desirable choices?
Yes, I do feel that it opens more desirable choices for people and more than ever before, we have information and education at our fingertips. That is assuming that everyone can use the required technology effectively. I do feel that there seems to be an awful lot of online education materials that are cheap and not always certified or start at a low cost and progressively move to costly online subscription services such as The Centre of Excellence. The courses are comprehensive and informative but not always accredited by the right institutes. For example, one could complete counselling qualifications that may be CPD certified but not recognised by the British Association for Counselling and Psychotherapy. Creating a world where anyone can become a therapist without substantial training. In short whilst I agree that there are more desirable choices on offer, they may not be the most trustworthy.
Which innovations will really disrupt education in a lasting and positive way?
Whilst still relatively in its infancy I think that AI will be the most lasting disruption in education. Used wisely it can and will be a positive tool, but I feel there is a lot of work to be done before it can be (if ever) 100% effective. Interestingly I think more education around AI will be needed to ensure people understand how to utilise it as a tool that compliments and works alongside education rather than something to be used to complete or gain an education.
Can innovation benefit some, while disadvantaging others?
Yes. This is the same for most things. Anyone who is unable to use the software will be at a disadvantage. It is important to remember that online education relies on up-to-date software, and this often comes with a price tag. A newer model of mobile phone or tablet for example. Though I suspect no one set out with the intention of excluding a particular audience it does feel like online education will be more accessible to those who can afford it.
Thank you for these profound reflections and points about the impact of the shift to online learning during Covid lockdown.
As in your contexts the shift to online emphasized the difference between the circumstances between learners, rather than levelling the playing fields. In more affluent environments, the teacher and every student in the class had access to up to date tech with high speed internet, while in other environments sometime only the teacher and a handful of students (<10% ?) had access to less enabling tech - e.g. a family member's mobile phone.
I work for an online university. The 2024 intake of first years (of whom ca. 40% are school leavers) was a very difficult class to teach. They needed a lot more assistance to get going and appeared to be far less motivated, also lacking certain basic skills. They were significantly less "university-ready" than previous cohorts based on my experience and the experience of my colleagues.
I suspect that 3 years of lockdown education, which may have meant no high school class interaction for certain learners depending on their circumstances means that there is a huge hole in their foundational preparation for university studies. As a lecturer in South Africa, this kind of gap is not a new phenomenon. Periods of political instability and unrest in the past, has left learners with gaps. Especially in subjects that rely on maths, its as if certain sections of the syllabus were just never covered. Problematically in a class of 150 students, each learner has a different gap, so that addressing this at a high student to instructor ratio is close to impossible. (If anyone in this discussion has any ideas, please let me know.)
Due to huge discrepancies in access, that as humanity we have not solved, online learning will never be able save education in developing countries, where education has the power to radically transform futures.
Reflecting on the Impact of Online Learning in Education during the COVID-19 Pandemic
I'm so grateful for everyone's thoughtful contributions. This discussion has truly opened my eyes to perspectives I hadn't considered before. Having completed a 12-month course online during the lockdown, I've experienced firsthand both the advantages and disadvantages of this learning format. While it undeniably offers increased accessibility and flexibility, it also brings significant challenges, “The effects of online education on academic success: A meta-analysis, Hakan Ulum ran” particularly concerning digital equity and the crucial element of social interaction. It's clear that online learning's effectiveness varies greatly depending on individual needs and the specific learning context.
The pandemic really brought this home, highlighting both the potential of technology in education and the stark reality of the digital divide. Online learning is a powerful tool, but it's not a silver bullet solution to all educational challenges. Innovation, while often beneficial, can also create disparities. Those with access to and proficiency in new technologies/ software are often best positioned to reap its rewards. My own experience, and that of others, with navigating new software highlights how it can present significant challenges and create barriers for some.
I'm convinced that innovative educational tools, particularly collaborative learning platforms and open educational resources, have the potential to create lasting and positive change in education. These tools foster the development of essential skills crucial not only for academic success, but also for personal growth and long-term achievement in all aspects of life.
Open educational resources offer more than just cost savings; they also unlock opportunities for flexible learning. Similarly, collaborative learning platforms foster communication and teamwork, creating a more progressive and engaging learning environment.
Reflect on what you know about how online education was used during the Covid lockdowns and how it has been used since then.
COVID-19’s pandemic lockdown hastened the expansion of online learning across all levels of education. Countries pushed to expand their use of online education and made it mandatory in view of the danger of being unable to resume face-to-face education. The epidemic forced schools, colleges, and institutions of higher learning throughout the world to close their doors so that students might practice social isolation. Prior to the pandemic, demand for distance learning was nascent, as it was a novel mode of education, the benefits and quality of which were difficult to judge due to a dearth of statistics. But, in 2020, humanity faced a coronavirus pandemic, which accelerated the shift to distant learning to the point that it became the only viable mode of education and communication. Due to the advancements in digital technology, educators and lecturers have been obliged to use E-learning platforms (Masalimova et al., 2022).
Online Eduction in the Post Covid-19 Era
The post-COVID-19 era has seen online education transition from an emergency solution to a mainstream mode of learning, with many institutions adopting hybrid models that blend online and in-person instruction (Peimani and Kamalipour, 2021).
References
Masalimova, A.R., Khvatova, M.A., Chikileva, L.S., Zvyagintseva, E.P., Stepanova, V.V. and Melnik, M.V., 2022, March. Distance learning in higher education during COVID-19. In Frontiers in Education (Vol. 7, p. 822958). Frontiers Media SA.
Peimani, N. and Kamalipour, H., 2021. Online education in the post COVID-19 era: Students’ perception and learning experience. Education Sciences, 11(10), p.633.