Notes

<h1>Students' experience of online learning during the COVID-19 pandemic: A province-wide survey study</h1>
To ensure the same level of difficulty, only the given values and questions were rephrased. At the request of students, the time allotted per batch was increased to 30 min to account for the time used for downloading the questions and uploading the answers. These modifications, despite prolonging the time allotment per batch, resulted in a significant decrease in student performance for Quiz 2 (Supplemental Information 9, SI-9). Interestingly, the students were able to positively accept the adjustments for Quiz 3 and Quiz 4, resulting in significant increase in student performance for both quizzes as revealed by ANOVA analysis (Supplemental Information 9, SI-9). Table 2 shows how each DLPCA component addresses the different constraints of the online teaching and learning, and the proposed plans to minimize these constraints. The DLPCA strategy combines the use of asynchronous and synchronous techniques of teaching learning.

In social knowledge such as sociology, social exclusion describes a group of people who do not have access to work, discrimination, isolation, poverty and material deprivation. Social exclusion can be based on religion, ethnicity, race, social class, caste, gender and other various social identities. Furthermore, the practice of social exclusion can also be based on issues of citizenship and population between local or domestic people and immigrants . A large body of research since the 1980s found that online learning was typically equivalent to in-person learning, says Justin Reich, director of the MIT Teaching Systems Lab.

In fact, some students expressed their appreciation to the authors for the efforts they put in creating the videos. Some students also commented that they like listening to their instructors’ voice especially when they add humour or explain difficult concepts using the local language. However, the weekly preparation of lecture video recordings was found to be a challenging and exhausting task on the instructors’ end. This problem was resolved by effective collaboration and task distribution between the authors in developing the lecture videos and other online learning materials, such as handouts and SAQs for each topic. The concerted efforts helped amplify advantages of online instruction and lessen any drawbacks involved in online delivery. Nevertheless, for the first time, this study has investigated Chinese parents' beliefs and attitudes concerning digital and online learning during the outbreak of COVID-19.

Given these challenges of learning with smartphones, more research efforts should be devoted to analysing students’ online learning behaviour in the setting of mobile learning to accommodate their needs better. 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.

In Egypt's capital city, Basuony et al. found that only around 13.9%of the students experienced issues with their internet connection. Whereas more than two‐thirds of the students in rural Indonesia reported issues of unstable internet, insufficient internet data, and incompatible learning device (Agung et al.,2020). During the semester, the lecturers said they sensed a lack of contact with the students and had little interaction that required learning and implementing the techno-pedagogical knowledge. To resolve this problem, the lecturers resorted to using technological tools such as conducting polls or learning in small groups using the “breakout rooms” option in a way to make the students more engaged in the process. wordpress admin login identified the importance of being socially present in an online course, defined as vital in various studies of learning in online environments as was reported in previous studies .

The results indicated that students generally perceive synchronous online learning positively, particularly in terms of time management and efficacy. Their findings also highlighted the failure of the online learning environment to address the needs of courses that require hands-on practice despite efforts to adopt virtual laboratories. In a parallel study, Adarkwah examined students’ online learning experience during the pandemic using a narrative inquiry approach. The findings indicated that Ghanaian students considered online learning as ineffective due to several challenges that they encountered. Among these were lack of social interaction among students, poor communication, lack of ICT resources, and poor learning outcomes. More recently, Day et al. examined the immediate impact of COVID-19 on students’ learning experience.

Through the instructors’ perspective, the DLPCA strategy also showed great impact on the students’ learning. Online education has resulted to different kinds of difficulties which has somehow affected the progress of students in understanding the topics in their lecture courses. The implementation of flipped classroom learning is expected to prepare the students to participate in more interactive learning activities that require higher-order cognitive skills . Another great benefit for the DLPCA strategy is that synchronous sessions were recorded and uploaded in Blackboard for their exclusive use, and these capture the instructor’s presentation, class discussions and the participations as they occur. The availability and accessibility of the videos is considered to have a positive effect on student learning as no student requested to repeat explanations on complex topics presented in the videos.

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