Online higher education: current landscape, barriers and advantages

Prof. Asoc. Dr. Vlora Sylaj

(University of Prishtina, “Hasan Prishtina”)

Introduction 

Effective learning in higher education institutions has been consistently linked to the quality of student engagement, changes in their learning outcomes, and their persistence (Umbach & Waërzynski, 2005). Not that no research has been done in HE, not that it has not been a source of innovation, but studies on HE are much less compared to and for other levels, both the local level and the international one. We consider that online learning, in fact, started from the COVID 19 pandemic, which pandemic has changed the approach of the education sector and to online learning. But, in this article we deal with online learning and its importance not in imposed cases like the one we mentioned but, as an opportunity to realize courses, we will deal with online teaching and learning in higher education in general, not teaching and emergency online learning.

Online learning is one of the fastest growing trends in educational uses of technology (Means, et al., 2013). The question of the relative efficacy of online and face-to-face instruction needs to be reconsidered in light of the advent of distance learning and today's online learning applications, where we can take advantage of a wide range of online resources, including the Web. . - based applications (eg audio/video streaming, learning management systems, 3D simulations and visualizations and multi-user games (Means, et al., 2013).

When we talk about online learning, we have two notions here, synchronous and asynchronous learning. According to Nazir & Khan, (2021) "synchronous learning means that the instructor and course students interact with the course content and each other at the same time, but from different locations" (p.85). Asynchronous learning means that the instructor and All course students interact with the course content at different times and locations. In both cases, "the teacher provides the students with a sequence of units that the students take according to their schedule (Nazir & Khan, 2021, pg.86). However, while the use of technology during online learning can be the cause of distraction in university classrooms, it also presents pedagogical opportunities to enhance the learning experience and, more specifically, student engagement (Terriona & Acetib, 2011). How important is student engagement? Haven't discussed it in a long time. Kuh (2003), student engagement refers to "the time and energy that students devote to meaningful educational activities inside and outside the classroom" (p. 25). Technology and online learning is an opportunity to improve student engagement.

Online learning and the "hybrid" approach

Teaching in HE is currently moving from a traditional teaching paradigm with the key role of the teacher to a student-centered paradigm. In this regard, teaching is crucial, the way we do it in physical or virtual classrooms (Zabeli, 2024).

Online learning offers teachers an efficient way to deliver lessons to students, by expanding the curriculum beyond traditional textbooks to include online resources, teachers are able to become more effective educators. Virtual learning involves electronic learning applications and processes. It includes web-based learning, a virtual classroom and digital collaboration. However, online learning is usually delivered via the Internet and a content or learning management system (CMS/LMS), (Larbi-Apau, Sampong & Këofie, 2020). The most common technologies used in e-learning are a personal computer and online lectures (Samsuri et al., 2014).

Electronic or online learning is "an online learning platform that originates in a formal context and uses a variety of multimedia technologies" (Al Raëashdeh et al., 2021, p. 107)". By using different learning technologies, students can learn from anywhere they can connect to the Internet.These technologies are often in the form of PowerPoint presentations, video tutorials, forum discussions, live webinars, and resources from a virtual library.

Another important trend in recent years is the emergence of "blended" or "hybrid" approaches that combine online and face-to-face activities (Graham, 2005). Hybrid learning, also referred to as blended learning, is an approach to education that combines online educational materials with traditional classroom methods. It is not fully virtual nor fully digital. It requires the physical presence of the teacher and the student, while providing the student with control over time and pace. The virtual elements of a hybrid learning model must complement the in-person ones. Hybrid doesn't have to mean an in-person lecture followed by hours of digital homework. Hybrid learning allows for a unique reimagining of how we do corporate training and education (Bob, 2024).

Barriers to online learning

Most university authorities even see online education as the panacea to solve the problems (Dhaëan, 2020). In many countries, due to the COVID-19 pandemic, educational technology has advanced and been rapidly adopted (Nazir & Khan, (2021). As online methods offer various opportunities to several stakeholders, many challenges are presented to faculty. and students to successfully adopt and implement forms of online learning (Zeshan, 2021).

Pajo and Wallace, (2001) emphasize the barriers facing teaching staff to online learning that are related to "broader philosophical concerns and affective responses" (p.80) and organizational barriers related to institutional support. Then they identified as a barrier and the time needed to learn the technologies, to develop, implement and monitor the online courses; lack of technical training and teaching support.

Well-known universities such as Harvard, Oxford, Stanford, MIT, and Cambridge, among others, are moving their programs online instead of offering them on campus (Zeshan, 2021).

Online learning has also created many difficulties in the universities of the world and has faced several barriers such as the lack of infrastructure, technical issues, and the provision of adequate resources to ensure effective and efficient distribution of knowledge (Patricia Aguilera-Hermida, 2020).

The findings of the study of Akhter, (2022) consider that technological barriers, insufficient institutional support barriers are significantly related to students' unwillingness to learn online. Internet accessibility, power outages are still challenging for online learning, too.

Studies have shown several disadvantages of online teaching, such as: the lack of interaction with students, which can lead to a decrease in student motivation and engagement, and consequently to a decrease in student efficiency; Lower student motivation and engagement may also be due to the fact that e-learning assessments and evaluations cannot control illegal practices such as cheating, plagiarism, etc. (Arkorful & Abaidoo, 2015).

Lack of personal motivation and professional time management skills, and less academic interaction between students and faculty members are some of the issues that need to be addressed to make e-learning an effective experience (Shahid and Mughal, 2020).

Then, the lack of an interaction between teaching on site and students. Furthermore, due to the rigor of student assessment, many students lost interest, leading to a negative perception of online learning (Nazir & Khan, (2021). Online learning identifies several difficulties that must be taken into account in the organization of effective online learning: professional skills of the teacher in terms of time management, lack of academic interaction between students and faculty members, lack of motivation (Shahid & Mughal, 2020 ).

Power outage is also what hinders online learning as identified by researchers (Nazir & Khan, (2021). However, due to some technical and infrastructural deficit issues, many students failed to perform well in grades. The main concern of students was to get good grades Nazir & Khan, 2021), which researcher presents as the reason for this inefficiency lies in the fact that the teachers on the site have not received formal training. This study found that the sudden transition to online education during the COVID-19 pandemic created many problems for both students and lecturers as they were not trained in online teaching and most of them had very basic knowledge of online teaching software. At the time, site instructors needed help performing basic MS Team and Zoom functionality, such as starting and ending sessions, granting access to students, recording lectures, etc. This study further found that, without any formal training, many faculty members learned the approach. The lack of internet among students turns out to be a barrier (Alsoud, 2021). The lack of internet and its interruption affect the online learning of students as well as an obstacle in the delivery of assignments on time, but also the inability to participate in classes (Alruëais, Wills & Wald, 2016). The lack of infrastructure and technology are hindering the growth of many different sectors, including education (Nazir & Roomi, 2021). Also, the lack of face-to-face interactions between students and between students and instructors is one of the main obstacles of e-learning (Islam et al., 2015).

Students' fear of losing grades during online learning turned out to be another identified barrier ((Nazir & Khan, 2021; Zeshan, 2021). Another barrier turns out to be large online class sizes and the time required to interact and to offer individualized consultations (Tomei, 2006). Another barrier is related to the stress and health of students because the student suffers not only in grades, but health was another area that was hit hard. A constant mental stress was not i patient for the students and some students were unable to cope with the situation (Nazir & Khan, (2021).

Advantages of online learning

Considered adult learners, students in higher education are expected to manage their time effectively and develop communication and technology skills. They must be self-motivated, demonstrate commitment and accept the flexibility associated with online engagements. There seems to be misinformation, mixed attitudes and perceptions (Larbi-Apau, J., Sampong & Këofi, 2020). The shift to online learning has had many advantages such as flexibility, affordability, accessibility, personalized learning experience (Nazir & Khan, (2021).

Online learning is considered as an efficient and valuable opportunity for flexibility in the organization of learning for students. Educational technology has progressed by having smart phones, tablets, where the Internet connection with 4G and 5G have made it possible to have an online learning process as a more productive but also more adaptive and accessible learning process (Alsoud, 2021 ).

Online learning proves to be a flexible teaching alternative. Flexibility is perhaps the best part of online learning. With all the issues discussed in the literature, to accept online education, since COVID-19 has opened many doors of opportunity, and many institutions have adopted e-learning to deal with the pandemic crisis. Therefore, now is the time for stakeholders to design online learning strategies to take advantage of this opportunity (Nazir & Khan, (2021).

One of the main advantages of online learning is that it is self-directed. It also affects my ability to use technology on the site. Then we can develop capabilities for virtual collaboration and can be accessed from wherever we are. This is a great benefit if you are particularly busy at work during the week. Perhaps some students simply do not need much social interaction for enjoyable and more effective learning, but it may be that increased social interaction would lead to educational benefits. It may be that because students enjoy online learning, or believe that online learning is as effective as in-person education, their social interaction improves (Muilenburg & Berge, 2005). This researcher's findings are that social interaction is strongly related to online learning satisfaction, online learning effectiveness, and the likelihood of taking another online class. Whereas, student satisfaction is of great importance for universities (Anh, 2022).

The role of the online teacher in higher education

One of the most persistent challenges that faculty must overcome before implementing online learning is the perception still prevalent within academic circles, but also outside of it, that online learning is a less worthy form of education (Adams & Defleur, 2005).

The acquisition of adequate pedagogical and technical skills are two crucial elements for a successful transition to the online classroom. In the last decade, studies have attempted to investigate the value of online learning by conducting meta-analyses (Simon, 2012). The most important role of whom to wash and the most important motivation in the site for the organization of online learning. Hartnett et al. (2011) describes motivation in online learning as a complex phenomenon that is mostly affected by individual characteristics.

When teaching online, teach how to communicate with students, send and receive assignments, deliver lectures and other learning materials, and test and assess students' understanding of the material. Providing the tools to accomplish all these tasks and more is an essential task for administrators and department heads. Thus, the role of the online teacher is to design, create and facilitate rich interactions between students in order to keep them motivated. In well-designed online courses, students are often asked to take on additional responsibilities (Simon, 2012). In addition to the pedagogical challenge of adapting to online learning environments, and regardless of the technical assistance they may receive from their institutions, on-site learners must be proficient in distance education technologies to be able to choose the tools that will allow them to them to realize their learning goals. This requirement can represent a significant challenge for site teaching who practiced at a time when technological expertise was not required (Simon, 2012). Also, an online learning environment should take care of the student's motivation and participation, but also other activities and content that are able to keep the students' attention (De Barba et al., 2016).

Conclusion

For many professionals, managing the processes of educational reforms and content development of digital courses is very scary (Larbi-Apau, Sampong & Këofie, 2020). Operationally, we consider that higher education institutions, based on the priorities, should ensure the capacities to synchronize student learning, physical and online learning.

Based on our experience as a university teacher of master's level students, the impossibility of arriving in class on time, the results of their work schedule, turns out to be a hindering factor in studies, such as not participating in lectures but also his absence in interactivity in the classroom and cooperation with other students. It is a disconnection between the place of residence and the continuation of the lesson 4/5 days a week. We consider that this innovative opportunity, online learning in higher education, should be supported. Therefore, policies should be drawn up to integrate online learning. Do not consider online learning as an additional responsibility, but as a very good opportunity for learning. Let's see it as an element of our educational reform, understood not as a formal approach but organized on the basis of adequate training for teachers, both in the use of technology / the Internet and in the information as a whole for online learning, adequate general knowledge on the requirements and learning expectations.

In general, it can be concluded that online learning presents many challenges in terms of the organization of learning, but also an innovative and successful opportunity for learning with students, especially those at the master's level.

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