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Online Study versus Face-to-Face Study During COVID-19: Perceived Students’ Feelings Before and After Their First Online Course

Author

Listed:
  • Moncef Bari
  • Thi Ai Minh Nguyen

Abstract

This article presents the results of a study about the students’ perception of face-to-face study versus online study before and after a first online course. The project uses surveys of the students of the Dalat University in Vietnam conducted during the fall term of 2021. After analyzing the sample of 708 students, it appears that the main finding is that the perceived positive and negative feelings remain very stable before and after their first online course, with a large majority of positive feelings. The second finding is that a majority of students would have a preference for face-to-face courses before and after their first online course.

Suggested Citation

  • Moncef Bari & Thi Ai Minh Nguyen, 2024. "Online Study versus Face-to-Face Study During COVID-19: Perceived Students’ Feelings Before and After Their First Online Course," European Journal of Education and Pedagogy, European Open Science, vol. 5(2), pages 22-28, March.
    • Handle: RePEc:epw:ejedu0:v:5:y:2024:i:2:id:30792
    DOI: 10.24018/ejedu.2024.5.2.792
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    References listed on IDEAS

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    1. Carolyn Chisadza & Matthew Clance & Thulani Mthembu & Nicky Nicholls & Eleni Yitbarek, 2021. "Online and face‐to‐face learning: Evidence from students’ performance during the Covid‐19 pandemic," African Development Review, African Development Bank, vol. 33(S1), pages 114-125, April.
    2. Wahab Ali, 2020. "Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic," Higher Education Studies, Canadian Center of Science and Education, vol. 10(3), pages 1-16, September.
    3. Hasnan Baber, 2020. "Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID19," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 7(3), pages 285-292.
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