Faculty and Student Perspectives on Online Learning in Higher Education

Abstract

The international transforming learning community, coupled with cultural diversity and technological complexities, spurred an unprecedented acceleration in the adoption of online learning. This reshaped the educational landscape, presenting both challenges and opportunities for educators and learners worldwide. To provide insights into the use of information technology and online learning in higher education and to inform future practices, this qualitative study investigated university faculty and students’ online learning experiences. Purposeful sampling was employed to ensure a diverse selection of participants. Eight faculty and eight students from diverse higher education institutions in the U.S. participated in one-on-one interviews. The study utilized a social constructivist interpretive paradigm, and data were analyzed using iterative categorization. Findings revealed concerns about online learning effectiveness due to limited social interaction. Three main themes emerged: challenges encountered, student engagement, and strategies to improve online learning effectiveness. This research enriches the scholarly discourse on online education by elucidating faculty and student perceptions regarding factors impacting the effectiveness of online learning and sustainable teaching strategies for future higher education. It highlights a paradigm shift in higher education and emphasizes the importance of equitable access to digital resources and inclusive policies to address disparities in online learning support, promoting equity and social justice in education.