Higher education challenges faced by professors and students after first online semester

Abstract

The study presents an analysis of the perceptions and experiences of both professors and students during the transition to online learning amid the COVID-19 pandemic. Key findings indicate a degree of consistency in the structure of online courses, with an emphasis on the importance of interaction between professors and students, highlighting the enduring significance of face-to-face contact in education. While course materials generally supported learning objectives, concerns regarding online assessment fairness and accuracy were noted. For students the preference for face-to-face courses was evident, but some expressed a preference for online learning. Digital communication platforms played a crucial role, with Zoom being widely adopted in the institution where the research was made. Professors faced higher workloads and technical challenges, while students adapted by dedicating more time to studying. Common consequences for students and professors included increased stress and workload, decreased teaching quality, and reduced interaction (among students and professor-students) with unique challenges for both groups. This study offers valuable insights for improving the online learning experience and highlights the importance of adaptability in the digital age.

Keywords

• higher education
• online learning
• covid-19 pandemic
• educational challenges