Lived Experiences of Struggling Students in E-learning

Abstract

Higher education has relied on e-learning as a medium to maintain quality education during the COVID-19 pandemic. With this, excellent instruction has been maintained. This study examines the experiences and problems encountered in e-learning in higher education from the viewpoint of struggling students. From nine participants enrolled in various university programs, students’ responses were analysed. As a result, this study emphasises three key themes: 1) the experiences of struggling students with e-learning; 2) the difficulties of struggling students with e-learning; and 3) the influence of e-learning on students’ academic achievements. This study has a variety of implications for both teaching practice and future research. The results imply that since individuals’ learning styles and techniques vary, course information may not readily transfer from a conventional classroom to an online learning environment. In this phenomenological investigation into the lived reality of e-learning, three primary motivations were identified: asynchronous learning, support acquisition, and social engagement. Attempts should be made to eliminate feelings of isolation and integrate tactics that promote engagement and a sense of belonging into the course’s design. Not always is the use of new technology required to produce learning outcomes and student satisfaction. Rather, a focus on subject clarity and high-quality learning tools is often sufficient. Despite juggling several tasks during a challenging period, this particular set of university students would be inspired to continue studying to achieve their own objectives due to the flexibility and ease of this modality. In light of this study’s findings, educational institutions’ use of e-learning should be reconsidered. These results also call for a reconsideration of how educational institutions employ e-learning to diverse learners. For struggling students to develop a continuous and meaningful learning environment, it is crucial to examine online activities that promote social connections, professors who are helpful, and the many technical elements that stimulate cooperation. Therefore, it is vital to develop policies that promote relevant learning experiences.