Notes

<h1>Students experience of online learning during the COVID‐19 pandemic: A province‐wide survey study PMC</h1>
For K‐12 students, this sudden transition is problematic as they often lack prior online learning experience (Barbour & Reeves,2009). Barbour and LaBonte estimated that even in countries where online learning is growing rapidly, such as USA and Canada, less than 10% of the K‐12 student population had prior experience with this format. Maladaptation to online learning could expose inexperienced students to various vulnerabilities, including decrements in academic performance (Molnar et al.,2019), feeling of isolation (Song et al.,2004), and lack of learning motivation (Muilenburg & Berge,2005). Unfortunately, with confirmed cases continuing to rise each day, and new outbreaks occur on a global scale, full‐time online learning for most students could last longer than anticipated .

Online learning refers to a learning environment that uses the Internet and other technological devices and tools for synchronous and asynchronous instructional delivery and management of academic programs (Usher & Barak, 2020; Huang, 2019). best laptop for web design and development involves real-time interactions between the teacher and the students, while asynchronous online learning occurs without a strict schedule for different students (Singh & Thurman, 2019). Within the context of the COVID-19 pandemic, online learning has taken the status of interim remote teaching that serves as a response to an exigency. However, the migration to a new learning space has faced several major concerns relating to policy, pedagogy, logistics, socioeconomic factors, technology, and psychosocial factors (Donitsa-Schmidt & Ramot, 2020; Khalil et al., 2020; Varea & González-Calvo, 2020). With reference to policies, government education agencies and schools scrambled to create fool-proof policies on governance structure, teacher management, and student management.

Even after the pandemic, the current mass adoption of online learning could have lasting impacts on the global education system, and potentially accelerate and expand the rapid growth of virtual schools on a global scale (Molnar et al.,2019). Thus, understanding students' learning conditions and their experiences of online learning during the COVID pandemic becomes imperative. Inevitably, schools and other learning spaces were forced to migrate to full online learning as the world continues the battle to control the vicious spread of the virus.

Perhaps, this could be a chance for all institutions to contribute to this critical societal need. Secondly, experience with online education will increase the readiness of students for life and work in the digital age. Support for the professional development of staff members is critical, and course design is even more essential than in traditional education settings. These workers are especially susceptible since they lack access to social security and adequate health care, and they’ve also given up ownership of productive assets, which makes them highly vulnerable.

Among these are Copeland et al. and Fawaz et al. who examined the impact of COVID-19 on college students’ mental health and their coping mechanisms. Copeland et al. reported that the pandemic adversely affected students’ behavioral and emotional functioning, particularly attention and externalizing problems (i.e., mood and wellness behavior), which were caused by isolation, economic/health effects, and uncertainties. In Fawaz et al.’s study, students raised their concerns on learning and evaluation methods, overwhelming task load, technical difficulties, and confinement. To cope with these problems, students actively dealt with the situation by seeking help from their teachers and relatives and engaging in recreational activities.

However, this unprecedented event is the same thing that will make the education system stronger and survive future threats. This study investigated students’ online learning experience in higher education within the context of the pandemic. Specifically, we identified the extent of challenges that students experienced, how the COVID-19 pandemic impacted their online learning experience, and the strategies that they used to confront these challenges. The majority of the students has experienced technical problems during online learning, including the internet lagging and confusion in setting up the learning platforms. These problems with technology could impair students’ learning experience (Kauffman,2015; Muilenburg & Berge,2005).

Simply, online education can be an excellent catalyst for surfacing weaknesses in learning and teaching more generally. Then, in mid-March 2020, his university was abruptly forced to move all its education online in response to the COVID-19 crisis. Only a few extra activities were added to support his students, so their transition didn’t turn out to be particularly hard. Infectious illness outbreaks and epidemics have become worldwide threats due to globalization, urbanization, and environmental change. In developed content management system broadcast like Europe and North America, surveillance and health systems monitor and manage the spread of infectious illnesses in real-time.

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